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Improving College Climate through Meaningful Shared Leadership and Governance

B ELLW ET HER 2020

TA B L E O F C O N T E N T S Improving College Climate through Meaningful Shared Leadership and Governance

PROGRAM SUMMARY ................................................................................................... 3

Improving College Climate through Meaningful Shared Leadership and Governance

INSTITUTIONAL OVERVIEW ....................................................................................... 7 Tulsa Community College

CRITICAL ISSUE ............................................................................................................. 15 Identifying the Issue

ADDRESSING THE ISSUE ............................................................................................ 17 Analyzing the Organizational Structure

STEP ONE ........................................................................................................................ 19 Audit Existing Groups

STEP TWO ........................................................................................................................ 21 Determine Council Structure

STEP THREE .................................................................................................................... 23 Develop Guidelines & Templates

STEP FOUR ...................................................................................................................... 27 Create Knowledge Management System

STEP FIVE ........................................................................................................................ 29 Implement Processes For Sustainability

OUTCOMES ..................................................................................................................... 31 Why Is This Important?

LESSONS LEARNED ...................................................................................................... 35 Helping Students Succeed!

APPENDIX ....................................................................................................................... 37 Tools That We Used

PROGRAM SUMMARY IMPROVING COLLEGE CLIMATE THROUGH MEANINGFUL SHARED LEADERSHIP AND GOVERNANCE

Tulsa Community College reorganized an array of cross-functional work groups into a collegewide council and committee structure to ensure alignment with strategic priorities, contribute to principles of shared leadership, increase transparency, and improve communication. Additionally, the council and committee structure was aligned with Board of Regent committees for clear reporting and decision-making. Program Summary: Although many leaders recognize the need for improved collaboration, better communication, and transparency, our colleges often lack solid institutional structures and processes that aid in their facilitation. Accountability is typically established via hierarchical relationships, and cross functional work groups are often plagued with issues such as a lack of clarity in objectives, authority, and accountability, incidental membership, ambiguous timelines and longevity, and an absence of evaluation. Additionally, committee or task force work is often seen as “extra” work, but it is essential to the completion of both ongoing tasks and new projects. Recognizing the importance of these groups in the progress of our institutions and providing accountability and outcomes is a critical piece of an organization’s agility, and college leaders can expect more productivity from their work groups by establishing a clear governance structure. Our College’s difculty with cross-functional work groups was no diferent than many others. Employees complained of too many meetings, often assembled with no clear charge or timeline, little consistency in nomenclature of groups, and no knowledge of group membership. These comments, in addition to challenges with our general organizational structure, surfaced so often that two strategies emerged in our 2015 strategic plan. 1) Analyze the organizational structure and make changes necessary to maximize institutional efciency, integration, and efectiveness and 2) Improve internal communication processes regarding institutional decisions. Our accrediting body, the Higher Learning Commission, also has criteria for accreditation such as 5.B.2. and 5.B.3 which refer to policies and procedures engaging internal constituents in governance and the broad involvement of constituents in setting policies and requirements via collaboration. After a necessary and comprehensive reorganization of roles across academic and student afairs, we embarked upon a multi-year process, in 2015-2016, to revamp the council and committee structure. This presentation will include logical steps for a college or university to implement the same sort of

restructure. Steps include: audit existing groups, determine council structure and board alignment, develop guidelines and templates, create a knowledge management system, and implement processes for sustainability. Throughout this process there have been many lessons learned: develop shared vocabulary, make fexible structures that allow for clarity and agility, require certain trainings, and phase-in implementation. Shifting the way our work is organized, executed, and documented enables better change management and project management. Additionally, knowledge management, the systematic retention and availability and accessibility of information, is a critical asset to any organization. A knowledge repository (SharePoint) for the college-wide council and committee structure was created and has easily accessible content, including a toolkit, resources, and specifc council and committee documentation. These project management, change management, and knowledge management elements are the cornerstones of organizational development. We have used best practices to develop this structure as a communication and vetting mechanism and have integrated other decisions and processes in the council structure as needed. This has served as a comprehensive shared leadership model that we believe could be successfully replicated in other colleges and universities facing similar challenges.

OUR SHARED LEADERSHIP MODEL Documentation and transparency provided via charters, membership lists, agendas, minutes, and proposals on standardized knowledge management system available to all employees. Recommendations ˜ow from the Council to the President, the Executive Team, or the President’s Cabinet, and then to the Board when applicable. Leadership meetings have standing agenda items regarding Council updates.

Academic Afairs Council Senior Vice President and Chief Academic O˜cer

Administrative Operations Council Vice President of Administration and COO; Chief Human Resources O˜cer

External Afairs Council Vice President of Advancement and President of TCC Foundation

Institutional Efectiveness Council Senior Strategy Advisor to the President; Chief Financial O˜cer

Student Afairs Council Vice President of Student A°airs

Committees, task forces, and strategic plan projects report to one of the ÿve councils. Council and committee chairs are provided with resources including: > Templates and samples of charters, membership lists, agendas, minutes, recommendation forms > Training materials regarding meeting best practices, taking and reviewing minutes, etc. Council and committee membership rotates and is determined by charters and annual faculty survey. Faculty, sta˛, and professional association representatives are integrated into councils.

Recommendations for changes in policies, processes, and procedures ˜ow through councils for vetting, communication, and when appropriate, voting. Guidance is provided to help councils determine what types of recommendations should ˜ow through the councils.

Idea, need, or priority is assigned

Presentation Available at TulsaCC.edu/Bellwether

INSTITUTIONAL OVERVIEW TULSA COMMUNITY COLLEGE

Founded in 1970, Tulsa Community College is a critical link to providing access to higher education and preparing northeast Oklahomaâ€™s workforce, serving roughly 23,000 credit students annually at its four main campuses and community campus sites. As one of 30 community colleges selected for the inaugural Pathways Project, a national initiative funded by the Bill and Melinda Gates Foundation, TCC is one of the most comprehensive community colleges in the United States. OUR MISSION Building success through education OUR VISION An educated, employed, and thriving community OUR VALUES & BELIEFS

Institutional Learning Outcomes: Communication Skills, Personal Responsibility, Critical Thinking, Social Responsibility

STUDENT PROFILE

22,918 Total Credit Enrollment

2,500 Total Graduates

2,636 Continuing Education Enrollment

2,007 Total Concurrent Enrollment

25 Average Age of Student

45% Minority Percentage

2018-2019

Fall 2019

29%

Workforce Development Fall 2018

2018-2019

Fall 2019

54%

University Transfer Fall 2018

TOP TEN DEGREES 1. Business Administration 2. Liberal Arts 3. Pre-Nursing 4. Enterprise Development 5. Nursing

6. General Studies 7. Social Science 8. Computer Information Systems 9. Biology 10. Engineering

2015-2020 TCC STRATEGIC PLAN Priority 1: Learning Efectiveness and Student Success Goal One: Ensure Quality Instruction and Academic Support Strategies 1a Recruit and hire additional full-time faculty members dedicated to student success 1b Institute a college-wide process for hiring part-time faculty members 1c Implement an institutional process for evaluating faculty, including ongoing classroom observations and reviews of credentials 1d Increase consistency in course content, outcomes, and requirements across campuses and modes of delivery 1e Increase access to quality tutoring and academic support labs 1f Expand the use of innovative and efective teaching methods that promote student learning 1g Increase faculty development in pedagogy, assessment, and student accessibility Goal Two: Enhance Student-Centered Services and Processes Strategies 2a Streamline college services and processes for incoming students 2b Improve customer service and communication for students 2c Provide more personalized support services 2d Provide consistent student experiences across all campuses and locations 2e Initiate a college-wide process for strategically scheduling classes to meet student needs 2f Create clear degree plans and pathways to completion for each academic program 2g Implement policies that foster persistence and completion 2h Improve entry-level placement process and developmental education 2i Provide students access to afordable, quality textbooks and course materials Priority 2: Organizational Development and Accountability Goal Three: Advance a Performance-Based Culture Built on Data-Informed Decisions and Continuous Improvement Strategies 3a Develop and implement an institutional efectiveness plan including the assessment of all college operations, programs, and services 3b Improve college-wide assessment of student learning outcomes 3c Analyze the organizational structure and make changes necessary to maximize institutional efciency, integration, and efectiveness 3d Create and implement a strategic enrollment management plan

Goal Four: Strengthen employee diversity, training, accountability, and compensation Strategies 4a Recruit and retain quality employees who refect the diversity of the local community 4b Attract and retain talented employees through competitive salaries and benefts 4c Implement a comprehensive training system for new and existing employees 4d Improve internal communication processes regarding institutional decisions 4e Increase professional development for all employees 4f Revise the performance appraisal process with a stronger emphasis on employee development and accountability Priority 2: Learning Efectiveness and Student Success Goal Five: Ensure Financial, Physical, and Technological Resources are Adequate to Support Educational Programs Strategies 5a Implement a transparent process to allocate resources based on strategic priorities and the productivity of programs 5b Evaluate the sustainability and cost efectiveness of ofering course at all locations 5c Increase fnancial contributions from private and public sources to support programs and operations 5d Update the facilities master plan to include improvements and necessary repairs with a focus on accessibility 5e Increase eforts to ensure campus safety 5f Increase efciency and sustainability through paperless forms and processes 5g Utilize technology that best serves the mission and needs of students and employees Priority 3: Community Engagement Goal Six: Optimize community partnerships and outreach Strategies 6a Strengthen partnerships with local businesses on workforce program development 6b Implement a comprehensive system for analyzing workforce trends to ensure programs are meeting the local communityâ€™s needs 6c Increase student recruitment eforts, emphasizing traditionally underserved students and regions experiencing population growth 6d Work with local high schools to improve college readiness 6e Create a seamless process for university transfer through systematic development and monitoring of articulation agreements with four-year partners Goal Seven: Enhance marketing and communication of programs and services Strategies 7a Redesign the website to ensure accessibility and a user-friendly experience 7b Increase strategic marketing of programs to the appropriate audiences by all stakeholders 7c Reevaluate advertising campaign

12 STUDENT OUTCOMES Fall-to-Fall Retention (Full-Time Overall)

Target Overall Underrepresented Minorities

The fall-to-fall retention has been increasing steadily. There was a slight dip in 2018, but the retention rate increased once again last year. The increase in underrepresented minority retention has seen even greater increases and exceeded that of non-underrepresented minorities in 2017 and 2018.

Percentage of First-time Entering Students who Earned at Least 24 College Credits Within One Year (Full-Time)

Target Overall Underrepresented Minorities

The percentage of frst-time entering students who earned at least 24 credit hours within one year has seen signifcant improvement, and again the increase for underrepresented minorities is even greater. Much of the increase in this performance indicator is attributed to the signifcant co-requisite work underway.

13 STUDENT OUTCOMES Three-Year Graduation Rate (Full-Time)

Target Overall Underrepresented Minorities

The three-year graduation rate has seen signifcant improvement and has continued on an upward trend for all students, including underrepresented minorities.

Degrees and Certifcates Awarded

Target Overall

Underrepresented Minorities * Percentage of total Degrees and Certifcates earned by Underrepresented Minorities.

The degrees and certifcates awarded has seen dramatic improvements, a 20.9% increase in credentials awarded since the academic year 2015-16. Most of the increase is due to AA/AS/AAS degrees (not certifcates).

CRITICAL ISSUE IDENTIFYING THE ISSUE

In 2014, Dr. Leigh Goodson became the 4th president of Tulsa Community College. Shortly thereafter, she the formed the Strategic Plan Steering Committee. As the Strategic Plan Steering Committee conducted its review of data and other relevant information, they found the following: HLC Criteria: • 5.B.2: The institution has and employs policies and procedures to engage its internal constituencies — including its governing board, administration, faculty, staf, and students —in the institution’s governance; and • 5.B.3: Administration, faculty, staf, and students are involved in setting academic requirements, policy, and processes through efective structures for contribution and collaborative efort. TCC was not meeting these criteria well. The HLC review team had noted this in TCC’s 2009 site visit with the following comments: TCC needs to develop internal mechanisms to improve communication at all levels in the institution. The lack of this feedback loop may result in fewer individuals participating in the process, thereby frustrating TCC’s eforts to move to shared governance through improved communication.

I think we need to work on communication. There needs to be some sort of venue that promotes communicating between departments to share information when things change. When TCC began collecting input for its 2015-2020 strategic plan, there had not been signifcant changes to address this concern. Feedback gathering for that plan included the following comments: Make staf feel like their opinion matters and is actually being heard. A lot of decisions are made at higher levels by individuals that do not work directly with the students and/or systems which changes are being made. ...There is often no clear process for implementation of new ideas that may afect any number of departments. All of these ofces need to be involved in the decision making in order to determine a plan’s feasibility from start to fnish and to consider its efects on other areas of the College. Currently there is no clear way of determining whom to ask questions or “permission” when trying to implement a new idea or process. If someone along the way says “no,” there is often no process for “getting to yes” in order to make a promising plan work... Communication improvement. Not only hear but listen and respond. You have set up the avenues for management to hear but you still need to work on responses as pertains to mid management and their association with students, faculty and staf. Your people and students can teach you things, but I’ve seen them being ignored for years. Please continue to push for systemic cooperation and communication. Have an internal communication plan to share information in a timely manner with internal stakeholders. There great information shared on our website and through newsletters, however there’s a decent amount of information on new initiatives and outreach that is shared after implementation. Additionally, I believe communication should be a priority. For example, when one department makes a change, it isn’t communicated and ends up having consequences for several other departments... These issues led to the inclusion of two related strategies in the strategic plan. • •

3c: Analyze the organizational structure and make changes necessary to maximize institutional efciency, integration, and efectiveness 4d: Improve internal communication processes regarding institutional decisions

ADDRESSING THE ISSUE ANALYZING THE ORGANIZATIONAL STRUCTURE

One of the frst major undertakings for the new administration regarding the Strategic Plan was a large reorganization that impacted approximately 2/3 of college employees. This was the frst, necessary step to address the strategy Analyze the organizational structure and make changes necessary to maximize institutional efciency, integration, and efectiveness. Prior to the reorganization, a decentralized model among the College’s four main campuses had led to inconsistency, difusion of responsibility, and inefciency. After that vertical organizational chart had been reorganized, it was clear that reorganization was needed horizontally as well. TCC’s difculty with cross-functional work groups was no diferent than many others. Like many colleges, we relied on committee or task force work which was often seen as “extra” work but was essential to the completion of both ongoing tasks and new projects. Additionally, employees complained of too many meetings, often assembled with no clear charge or timeline, little consistency in nomenclature of groups, and no knowledge of group membership. Ultimately in Fall 2017, TCC rolled out a new college-wide council and committee structure. The design is such that major decisions, vetting, and communication funnel through a college-wide hierarchy of councils, committees, and task forces. Additionally, charters, agendas, minutes, and memberships lists are available college-wide on a knowledge repository. Determining how to Analyze the organizational structure and make changes necessary to maximize institutional efciency, integration, and efectiveness, however, was a multi-year process. A work group was formed, which was ironically labeled the Committee on Committees. Committee membership included executive leadership and broad representation from various areas of the College. Then began the work that is contained in this document. The following pages address the steps necessary, as well as supplementary tools and visuals on the process. Step 1: Audit existing groups Step 2: Determine council structure Step 3: Develop guidelines and templates Step 4: Create knowledge management system Step 5: Implement processes for sustainability

STEP ONE AUDIT EXISTING GROUPS

•

Brainstorm existing work groups

•

Exclude external, departmental, and short-term groups

•

Identify redundancy, purpose, authority, timeframe

•

Determine additions and deletions

The Committee on Committees began the audit of the existing groups by asking the supervisors at the College to identify all of the work groups in which they participated. We compiled a spreadsheet of approximately120 committees, teams, task forces, and working groups. We removed all of the groups that were external to the College and not within our purview. We also excluded work groups that were relatively contained within one or a few departments. Additionally, we determined that some of the work groups did not have sufcient enough scope to warrant their inclusion in the college-wide council and committee structure. Some groups were convened for a short period of time and thus, were also excluded. For example, hiring committees, one-time event committees, and groups assembled to handle specifc projects that had already been completed were removed from the list. We identifed certain committees that might have a similar purpose and could be combined. We also identifed the purpose of the work group. For example, was the group formed to make a recommendation or to implement a process? Did the group handle ongoing duties or was it temporary? Furthermore, there was a distinction made regarding authority; was the group advisory in nature or was it operating with delegated authority from the President of the College? We contacted employees frequently with questions regarding the frequency of meetings, membership included, or other relevant information. Based on those discussions, additional work groups were eliminated or combined. There were also a few committee additions. The number of college-wide committees that remained was just over 30.

STEP TWO DETERMINE COUNCIL STRUCTURE

•

Establish a framework

•

Align organizational priorities

•

Evaluate structure

•

Determine board alignment

Once there was a list of committees, we discussed how to group the committees, until ultimately, we determined what we wanted the structure to look like. We determined that committees would all report up to councils, but there were committees that could belong in more than one area. Examples include the Diversity Committee and the Scholarship Committee. We made the fnal committee placement decisions based on function, number of committees assigned to each council, and at times, the supervisory reporting structure. It was clear that some councils would have more committees assigned to them than others. For example, the Academic Afairs Council had the most committees, and as an academic institution, this was acknowledged and accepted. We also kept a list of task forces, or temporary groups, that were deemed to be college-wide. We determined that task forces would also report up through the Councils for recommendations, guidance, and reporting, but we did not add them to the permanent structure graphic. We recommended that councils be chaired (and in some cases co-chaired) by positions within the President’s Cabinet. However, every executive did not have a council. When the structure was presented, it was communicated that the committees on the list had functions requiring regular, ongoing work that needs assistance, collaboration, or input from multiple areas. Inclusion or exclusion from the structure did not denote importance, per se. We also determined which councils would oversee specifc strategies from our strategic plan to ensure councils focused on organizational priorities. Change managers, who had received intensive change management training, were also assigned to councils. See appendix: Assignments of Strategic Plan Strategies to Councils, page 39

When the recommendation was complete, we presented our structure to the President’s Cabinet. We addressed questions and concerns, which included suggestions regarding new committees, determination of co-chairs, and amount of council chair input desired regarding council and committee member placement.

BOARD OF REGENTS

Executive Team Cabinet

PRESIDENT & CEO

Academic Afairs Council Senior Vice President and Chief Academic Ofcer

Administrative Operations Council Vice President of Administration and COO; Chief Human Resources Ofcer

External Afairs Council Vice President of Advancement and President of TCC Foundation

Institutional Efectiveness Council Senior Strategy Advisor to the President; Chief Financial Ofcer

Student Afairs Council Vice President of Student Afairs

Common Book, Course Grade Appeals Board, Developmental Education, General Education, Online Learning, Process Improvement, Promotion in Rank, Sabbatical

Benefts, Convocation and Professional Development, College Safety, Diversity, Drug & Alcohol Prevention, IT, Sustainability, United Way, Wellness

Foundation Scholarship, Grant Development

Council Efectiveness, Institutional Review Board, HLC Assurance, Learning Assessment, Strategic Planning

Commencement, Refund of Tuition and Fees for Students with Hardship Circumstances, Satisfactory Academic Progress, Student Conduct

We did not want to recommend changes to board committees, but we were able to identify where recommendations from the various councils would fow if their needs required board input or approval. Recommendations from the Academic Afairs or Student Afairs Council would go to the Academic Afairs and Student Success Board Committee. Recommendations from the External Afairs Council would go to the External Afairs Board Committee. Institutional Efectiveness recommendations would go to the Executive Board Committee or Finance, Risk, and Audit Committee. Administrative Operations recommendations would go to the Facilities and Safety Board Committee (and Human Resources related issues to the Finance, Risk, and Audit or Executive Board Committee as appropriate). BOARD COMMITTEE

EXECUTIVE LEADERSHIP

COLLEGE COUNCIL *

FLOW OF INFORMATION Academic Afairs & Student Success Finance, Risk, & Audit

Senior Vice President/CAO Vice President of Student Afairs Chief Financial Ofcer

Facilities & Safety

Vice President of Administration

Community Relations

Vice President of Advancement/ President of Foundation

Executive

President & CEO Senior Strategy Advisor to the President

Academic Council Student Afairs Council Institutional Efectiveness Council Administrative Operations Council External Afairs Council Institutional Efectiveness Council

*Due to committee changes and executive title changes, there have been various iterations. The most current is included.

STEP THREE DEVELOP GUIDELINES & TEMPLATES

•

Explain purpose, expectations, and direction

•

Defne vocabulary for work groups, membership, etc.

•

Train council and committee chairs

•

Create voting procedures

Once the structure was developed, the Project Management Director in Academic Afairs was tasked with developing the infrastructure to support the councils and committees, with the support of the Senior Vice President and Chief Academic Ofcer, Associate Vice President of Institutional Efectiveness, Senior Strategy Advisor to the President, and Dean of Knowledge Management and Libraries. The purpose of the structure, as well as expectations, were explained to various leadership groups throughout the College, as well as the weekly college-wide newsletter, The Week@TCC. We created an overview of the changes to provide a thorough explanation. The goal was to create awareness of the work and introduce the shared vocabulary to the College. •

Council: deliberates, advises, or makes decisions

•

Committee: performs specifc function needing ongoing attention

•

Task force: accomplishes specifc objective with expectation the group will disband (1 year)

•

Board: is delegated fnal authority-used judiciously

•

Advisory board: provides strategic advice; relatively informal

See appendix: Tulsa Community College Organizational Structure Guiding Principles, page 41 See appendix: College-Wide Newsletter Example, page 44 See appendix: Council Presentations on Campus, page 46

During this process, we renamed several groups. For example, TCC supervisors and budget owners regularly meet throughout the year in a group called Administrative Council. Since this was an informational meeting and the group did not advise or make changes, it was renamed Supervisors and Budget Owners.

We provided more in-depth trainings regarding specifc aspects of the structure for some constituents. Supervisors and budget owners received more information, and council and committee chairs even more. They were introduced to the some of the additional pertinent vocabulary. For example, although there were various interpretations of membership vocabulary, we decided on our own working defnitions. •

Chair: Head of council or committee

•

Ad hoc: Limited to participation during specifc meetings or agenda items, sometimes in an advisory capacity

•

Ex-ofcio: Standing members because of position or title

•

Regular: All others are regular, non-standing members; they are representatives or a person holding a type of position

The workshops and training for chairs focused on a few essential components of the new structure. Charters, agendas, minutes, and membership rosters were required, and we provided templates for these documents to facilitate the process. See appendix: Council & Committee Structure Workshop Agenda, page 50 See appendix: Council Charter Template, page 51 See appendix: Committee Charter Template, page 53 See appendix: Agenda Template, page 55 See appendix: Minutes Template, page 56 See appendix: Membership Roster Template, page 57

We also provided samples of completed charters, rosters, and other pertinent documents. The Academic Afairs Council, which had already been operating for some time, albeit with less structure, served as both a model and test subject for many of the tools we created. In recognizing that some individuals required more guidance, we provided optional sessions and additional resources for specifc topics. We provided professional development opportunities related to determining membership, how to take and review minutes, and meeting best practices. See appendix: Charter and Membership Workshop Questions and Answers, page 58 See appendix: Minutes Training, page 60 See appendix: Initial Council or Committee Meeting, page 63 See appendix: How to Get the Most from a Meeting, page 64 See appendix: Skillsoft Resources for Meetings, page 66

Voting procedures were defned but were made fexible for the Councils. For example, the Academic Afairs Council set more rigid voting procedures. The other councils decided upon more fexible voting guidelines as established in their charters. Eventually it became clear that the other councils were going to be used for vetting and feedback more than for voting on specifc recommendations. Because the process of voting had not been conducted previously to this extent, the Academic Afairs Council was provided additional voting assistance including a script and a voting tally sheet. The concepts were adapted from Robertâ€™s Rules of Order. We wanted to provide an approachable format that people could understand while adopting the basic tenets that help the governance process. We also developed communication and vetting suggestions to help reduce communication breakdown. See appendix: Council Voting Script, page 67 See appendix: Council Voting Tally, page 68 See appendix: Communication Plan for Academic Afairs Council, page 69

To facilitate the vetting and voting process, recommendation forms were created for the Councilsâ€™ use - one for the Academic Afairs council and a slightly diferent version for the other councils. See appendix: Academic Afairs Recommendation Form, page 70 See appendix: General Council Proposal Recommendation Form, page 72

We also created a vocabulary list for policy, process, procedure, and guidelines. This was not initially created, but as the voting procedures were established, it became clear that many did not have a shared understanding of these wordsâ€™ meanings. Our General Counsel provided clarity related to terminology. See appendix: Policy, Process, Procedures Defnitions, page 74

The resources were made available on a council and committee SharePoint site.

STEP FOUR CREATE KNOWLEDGE MANAGEMENT SYSTEM

•

Determine knowledge repository

•

Establish standardization

•

Create content management guidelines

•

Document everything

Accessibility and transparency were key components of the structure. We determined that SharePoint was the best platform to house the materials because it was easy to use and available at no additional cost. We created a link to the materials and made it accessible in our employee portal. Furthermore, we emailed instructions that showed how to fnd the materials when the structure was still new. See appendix: Accessing Council and Committee Documents on the SharePoint site, page 76

With acknowledgment that too much or disorganized information can be contrary to our objectives, we had a fxed structure for the folders within the committee. All Councils and Committees had a set of standardized folders. These are example of the folders within Academic Afairs Council.

We also created a naming convention, which served as a guideline for naming documents, to keep the SharePoint organized and maintain the ability to fnd documents easily. We created archive folders to retain knowledge on previous yearsâ€™ activities. See appendix: Content Management Guidelines, page 80

In an efort to consolidate the council and committee structure materials, we created a handbook that included terminology, and guidance about how to form a new committee, how to change members mid-year, how to form a task force, and more. Our librarians were a key resource in the creation of the knowledge management system. See appendix: Handbook, page 83 See appendix: Contact Information, page 96

STEP FIVE IMPLEMENT PROCESSES FOR SUSTAINABILITY

•

Determine oversight mechanism

•

Assign knowledge management responsibilities

•

Develop pipeline to allow employee participation

Several components were key to the sustainability and operationalization of the structure. A Council Efectiveness Committee, under the Institutional Efectiveness Council, was created to oversee ongoing duties of the Council Structure. Representatives from each one of the Councils are included in the Committee so they may discuss issues, concerns, or suggestions to the committee. The ongoing duties of the Committee include, but are not limited to, audits of the materials, maintenance of the SharePoint, and coordinating the addition of new committees and their members. Although responsibility to ensure completion of the necessary tasks lies with the Council Efectiveness Committee Chair, they are able to assign various tasks to the committee members or to others around the College as needed. In the beginning, executive assistants to the council chairs were asked to determine which councils and committees had agendas and minutes. They were provided with step-by-step instructions to ensure documentation on the Sharepoint was up-to-date. As we have progressed with the system, individuals typically do not need the same level of direction about how to approach various tasks regarding the council structure. See appendix: Conducting a Review of the TCC Council and Committee SharePoint, page 97

Another key component is the annual survey, sent to faculty detailing the available openings for councils and committees in the coming year. This allows faculty to express interest in the various opportunities available. It has been a helpful way to connect faculty who have the interest and capacity to engage in more (or diferent) service to the College with those committees that need more representation. The listing will provide times, dates, and locations of meetings, when known. Although there is often no requirement, it will also list any preferred knowledge, skills, abilities, or afliations (specifc school or faculty association, for example) for that particular council or committee. This survey also provides a list of individuals that we can refer to as opportunities arise throughout the year. The frst year of implementation, due to the massive number of individuals that had to be placed on councils and committees, the President’s Cabinet had a meeting to determine who would serve. Currently, the council efectiveness committee makes suggestions regarding faculty placement on committees.

For non-faculty membership, the council or committee chair may fll the position with any individual meeting the requirements in the charter. Often times, a committee chair will contact a department head and ask who they recommend to fll an open position. Although we have considered an open survey for staf openings, the skills and knowledge required for each committee tends to be rather specifc. After decisions are made regarding placement on the committees for the following year, new council and committee members are sent an ofcial appointment letter from the President. We have found that individuals like the formality of the letter and some keep the letter for their portfolio. These letters are sent before the summer semester begins with the intention that employees are able to better plan for the coming year. See appendix: Faculty Survey, page 99 See appendix: Ofcial Appointment Letter, page 103

O U TCO M E S WHY IS THIS IMPORTANT?

Satisfed employees are benefcial to the College for various reasons. Besides our responsibility to contribute to the local economy and be a great employer, satisfed employees contribute to increased institutional efectiveness. Research has demonstrated that employee satisfaction is a signifcant factor in customer satisfaction, which infuences fnancial performance (Chi & Gursoy, 2009). Thus, the argument can be made that helping employees work in a transparent environment and more efcient manner will make them more satisfed and productive. Ultimately this helps our students. Additionally, employee work climate perceptions are acknowledged to be a critical determinant of individual behavior in organizations. Employees do not always respond directly to the work environment, but rather perceive and interpret their environment before they act. Work climate outcomes are believed to be broadly generalizable and meta-analysis has tied positive work climates to job satisfaction, organizational commitment, job performance, and psychological well-being (Carr, Schmidt, Ford & Deshon, 2003). Studies specifc to participative climates have indicated that employees in highly participative work climates (as opposed to more authoritarian work climates) provide better customer service, commit fewer errors, demonstrate less burnout, and are less likely to leave the organization (Angermeier, Dunford, Boss, & Boss, 2009).

Angermeier, I., Dunford, B. B., Boss, A. D., & Boss, R. W. (2009). The impact of participative management perceptions on customer service, medical errors, burnout, and turnover intentions. Journal of Healthcare Management, 54(2). Carr, J. Z., Schmidt, A.M., Ford, J.K., & Deshon, R.P. (2003). Climate perceptions matter: A meta-analytic path analysis relating molar climate, cognitive and afective states, and individual level work outcomes. Journal of Applied Psychology, 88(4), 605-619. Chi, C. G., & Gursoy, D. (2009). Employee satisfaction, customer satisfaction, and fnancial performance: An empirical examination. International Journal of Hospitality Management, 28(2), 245-253.

Personal Assessment of the College Environment (PACE) Climate Scores The NILIE (National Initiative for Leadership & Institutional Efectiveness) PACE Climate survey is the primary vehicle by which our college assesses employees’ work climate perceptions. The PACE was administered to 2,180 TCC employees, of which 863 responded for a 39.6% completion rate. Faculty campus climate scores were 3.984, Administrators were 3.982, and Staf were 3.952. Consistent with the 2-year college norm base, Institutional Structure scores were lower than for Supervisory Relationships, Teamwork, and Student Focus. However, the mean score for the Institutional Structure scale went from 3.53 in 2017 to 3.73 in 2019. While TCC showed improvement in climate scores for Supervisory Relationships, Teamwork, and Student Focus, the increase in mean score for Institutional Structure was the highest and most signifcant. The graphic below compares Tulsa Community College’s overall 2019 PACE mean and means for each of the four PACE climate factors with three comparison groups: Tulsa Community College’s 2017 PACE results, large 2-year colleges’ data, and the NILIE normbase data, which is all institutions in the NILIE normbase between 2013-2018. Climate Factor Means

3.47 3.49 3.53

3.73

Institutional Structure

3.84 3.85 3.87

4.03

Supervisory Relationships Norm Base

4.05 3.87 3.86 3.96

4.05 4.06 4.05 4.14

Teamwork

Student Focus

Large Two-Year

TCC 2017

TCC 2019

3.77 3.79 3.82

Overall

3.97

Employees’ perception of TCC’s work climate increased in multiple areas; the following relevant items had the most signifcant increases.* The extent to which: • Institutional teams use problem solving techniques • • • • • • • • • •

The institution is appropriately organized Faculty and/or staf are involved in development of new policies and procedures There is a positive relationship between faculty and/or staf with administration TCC is transparent regarding its budgeting and fnance TCC’s policies, processes, and services help remove barriers to student success I am satisfed working at TCC Information is shared within this institution Open and ethical communication is practiced at this institution Institution-wide policies guide my work Decisions are made at the appropriate level at this institution

*A summary of the mean score changes and efect sizes for these items is included in the appendix. See appendix: PACE Mean Score Changes, page 104 See appendix: PACE Report, page 105 See appendix: PACE Custom Report, page 121

I feel that the voices of faculty have been integrated into the college processes. The Council system is working and welcomes the blending of faculty, staf and administrative collaboration. Comments from the PACE survey I am also pleased with the increased communication in terms of The Week@TCC newsletter, and the posting of council meeting minutes on SharePoint. The council and committee structure has been great at governing and having a venue for all to be represented and heard. Developing user manuals and various electronic means to track our collective work (document procedures, decisions, council/committee work) is amazing progress for the institution. Kudos!

34 Additional Employee Testimonials For the purposes of this application, we solicited some employee comments regarding the Council and Committee Structure. Below are a sample of those testimonials. The council and committee structure defnitely has improved communication, as information is shared better to all. I think this is especially important for faculty. Traditionally, faculty have felt out of the loop, and not necessarily a part of the larger college processes. With the new structure, avenues to involvement have been deliberately created. Faculty feel that they play an important role in the larger workings of the college - not just staying in their teaching role. They feel valued and are able to claim ownership of the larger mission and success of TCC as a whole. I also appreciate that faculty are able to be involved while working toward promotion in rank. I have seen faculty become engaged and as a result be more fulflled as employees. Lisa Gerow, Ph.D., RN Associate Professor of Nursing Faculty Department Chair Co-Chair, HLC Assurance Committee The council and committee structure has provided us formal processes to support discussion and debate of key college-wide changes and issues. The formality of it is a real strength. It allows for constructive proposals and debate, where everyone has a voice and everyone knows the ground rules. The council and committee structure has a built in knowledge management system to help document discussion, debate, and decisions. This consistent structure across the college, while not perfect, is invaluable and provides an important historical baseline for decisions. Dispelling word of mouth and popular versions of events. Emily Tichenor Director of Academic Projects Chair, Process Improvement Committee Having employees join the Benefts Committee has made a substantial diference in members understanding the why behind the decisions the College is required to make regarding our beneft selections. Jef Owens Director of Benefts and Compensation Chair, Benefts Committee The new council and committee structure streamlines access to information for persons outside of those committees and improves organizational transparency by allowing me to have committee minutes, membership lists, resources, etc. at my fngertips. Janet Pitt Assistant Professor of Nursing

LESSONS LEARNED HELPING STUDENTS SUCCEED!

•

Phase-in implementation

•

Allow for fexibility

•

Integrate critical existing professional, staf, or faculty associations

•

Require certain trainings

•

Infrastructure is not exciting

There were many important lessons learned in this process, one of which is to phase-in implementation. Because this structure has college-wide implications, and requires multiple steps, we advise a multi-step roll-out process over an extended period of time. This process requires frequent communication with council and committee chairs, as well as other stakeholders, so it is helpful to allow adequate time for the necessary conversations. Additionally, the process lends itself to a multi-step approach which allows the system to be built gradually. This helps with both project and change management. Another important lesson learned is to allow for fexibility. For example, in the beginning the suggested language in all of the charters included the dates and times of the meetings. We found that unforeseen circumstances caused some of the meeting times to change. As a result, we decided that information did not have to be provided in the charter. However, a range of frequency or a minimum number of meetings was a compromise that provided direction but was not so specifc. Another example is the inclusion of ranges of representatives and committee members. For example, on some committees the charter dictated that there be two faculty members. We found if we stated ranges of representatives in the charters, we would not be obligated to fll vacancies (due to a job role change, for example) if the work group still felt they had adequate representation. This fexibility was helpful to those work groups that had been previously established. For example, some groups already had charters (or other guiding documentation), long-standing members, and agenda templates. Beyond certain required components of minutes, for example, those groups were free to use the provided templates or keep their current documentation. We wanted to ensure the vision and outcome of what we were trying to achieve were not seen as bureaucratic requirements, but rather components of an organized system intended to help our College function more efciently.

It was also important for us to recognize the contribution of our existing faculty, professional, and staf associations. We have told the associations that they may (and should!) provide the name of a representative to attend each of the council meetings. Those representatives are sent meeting notices, agenda, minutes, etc. This helps them stay informed about the Council operations (and committee and task force work therein) and contribute thoughts, comments, or advocacy where appropriate. They can also report back to their associations which allows an additional communication channel for the recommendations coming through the Councils. We have been able to make these structures complementary rather than competing, and have even integrated some of the functions. For example, the Faculty Association has begun adding their openings to the faculty survey. Ultimately, the Council structure exists to provide feedback on changes and work happening at the College, and to do so in a transparent, fair way while ensuring representation of those individuals most impacted. That purpose is not contradictory to the purpose of those associations. We also learned that it was imperative to require certain trainings. Although some trainings, such as running an efective meeting and taking minutes were provided as additional resources, some of the trainings were key to a common understanding of the vision of the council and committee structure. Terminology for members and work groups, as well as ongoing expectations of posting minutes and agendas (and the required components therein) were in-person conversations and too much to relay through email. It was clear these concepts were easy for some and much more difcult for others. Providing one-on-one guidance, in addition to supplemental trainings, was important to make sure everyone was operating at a comparable level. One of the mains lessons learned in this process is that infrastructure is not a topic that attracts media attention or something that executives (or employees for that matter!) always want to talk about. The reality is that the processes, procedures, and structures that we have are critical to making our institution more efective and thus, helping students succeed. It is all a part of a bigger puzzle. Ultimately, we believe this work has helped us and will continue to help us with our end goal helping students succeed.

APPENDIX TOOLS WE USED

Assignments of Strategic Plan Strategies to Councils ..........................................................................................39 Tulsa Community College Organization Structure Guiding Principles .............................................................41 College-Wide Newsletter Example ................................................................................................................................44 Council Presentations on Campus .................................................................................................................................46 Council and Committee Structure Workshop Agenda ...........................................................................................50 Council Charter Template ..................................................................................................................................................51 Committee Charter Template ..........................................................................................................................................53 Agenda Template .................................................................................................................................................................55 Minutes Template .................................................................................................................................................................56 Membership Roster Template ..........................................................................................................................................57 Charter and Membership Workshop Questions and Answers .............................................................................58 Minutes Training ...................................................................................................................................................................60 Initial Council or Committee Meeting ..........................................................................................................................63 How to Get the Most from a Meeting ...........................................................................................................................64 Skillsoft Resources for Meetings Council Voting on Recommendations-Guidelines ..................................66 Council Voting Script ...........................................................................................................................................................67 Council Voting Tally .............................................................................................................................................................68 Communication Plan for Academic Afairs Council .................................................................................................69 Academic Afairs Recommendation Form ..................................................................................................................70 General Council Recommendation Form ....................................................................................................................72 Policy, Process, Procedures Defnitions ........................................................................................................................74 Accessing Council and Committee Documents on the SharePoint ..................................................................76 Content Management Guidelines...................................................................................................................................80 Handbook ...............................................................................................................................................................................83 Contact Information ............................................................................................................................................................96 Conducting a Review of the TCC Council and Committee SharePoint .............................................................97 Faculty Survey .......................................................................................................................................................................99 Ofcial Appointment Letter .............................................................................................................................................103 PACE Mean Score Changes ...............................................................................................................................................104 PACE Report .........................................................................................................................................................................105 PACE Custom Report .........................................................................................................................................................121

Tulsa Community College Organizational Structure Guiding Principles Purpose: To organize the array of work groups at the TCC to ensure they align with strategic priorities, administrative needs, and contribute to principles of shared governance. The following definitions provide standardization and recommended best practices for terminology. This is a guideline and there might be exceptions. • • •

•

• •

The highest level within the College will be the Council; committees and task forces will report to one of 5 councils. The purpose of the Council structure is to provide opportunities for participation in decision making; efforts should be made to diversify and broaden participation in councils, committees, and task forces. The need will exist for within department work groups, event planning teams, departmental teams, etc. Those groups will not adhere to the overall college structural hierarchy. However, administrators should be mindful of groups operating below “college-level” and work to ensure their efficacy. Please refrain from referring to work groups as “councils”, “committees” and “task forces” as those should be used as part of the established college-wide structure; “team”, “work group”, “department meeting”, etc. would be the suggested terminology for work largely within an administrative unit. In addition to committees and task forces, the Council meetings may include updates, discussion, and actions from work teams within the Chairs’ areas. The Guided Pathways Council, although a college-wide established council, is a special initiative and falls outside of the “regular” college-wide council structure. It ensures continued focus on integration of Pathways initiatives that fall within various departments. Tulsa Community College Organizational Structure Definitions

A board is a group that has been delegated final authority in a specified area. •

At TCC: Used judiciously. Examples include Grade Appeals Board and Institutional Review Board.

An advisory board provides strategic advice to the institution, program, or other functional unit. They do not have decision-making authority or fiduciary responsibility, and thus, are relatively informal and flexible. •

At TCC: Used for: Workforce Advisory Boards. Please refer to the Workforce Advisory Board toolkit.

A council is a group that consults, deliberates, advises, or make decisions.

Updated: 7-27-2017

Info Sessions Scheduled for College-wide Council and Committee Rollout As announced last March, TCC is rolling out a new campus-wide council and committee structure this fall and has scheduled a series of informational sessions for the campus community beginning Sept. 12. TCC employees will learn the purpose behind the structure, how the new councils and committees will operate, and see a preview of the new knowledge repository that will contain charters, agendas, minutes, and membership lists. Information sessions about the TCC College-Wide Council and Committee Structure and Knowledge Repositories will meet at the follow times and locations: • • • • •

Tuesday, Sept. 12 – 2-3 p.m. West Campus Board Room, I-232 Thursday, Sept. 14 -- 9:30-10:30 a.m. Metro Campus Student Union, SU 214 Friday, Sept. 15 – 2-3 p.m., Conference Center, Room 211/213 Monday, Sept. 18 – 1-2 p.m., Southeast Campus Student Union Auditorium, Room 9101 Tuesday, Sept. 19 – 9:30-10:30 a.m., Northeast Campus South Meeting Room, 2623

“This new council and committee structure is adding transparency to our work and providing better communication channels regarding institutional decisions and changes,” said Lindsay White, director of project management for academic affairs. “This doesn’t change the type the work we do, but improves the organization and execution of that work, while ensuring broad engagement from throughout the College. Documentation that includes decisions made and action items helps improve communication and retain valuable knowledge.” The new structure emerged out of the Strategic Plan strategy 3c task force that analyzed the College’s organizational structure and recommended changes to maximize institutional efficiency, integration, and effectiveness. Moving forward, the Council Effectiveness Committee (under the Institutional Effectiveness Council), chaired by Lindsay White, will oversee the council and

Tulsa Community College Council and Committee Presentation September 2017

TCC Council and Committee Structure Workshop Agenda 8:30-11:00, NEC Seminar Center Overview of packet and agenda Why and how? (middle handouts) • Context for change • Structure • Assignment of Strategic Plan Strategies • Guiding principles Structure (left side handouts) • Charter • Membership Meeting documents (right side handouts) • Before the meeting o Agenda template • During the meeting o First meeting o Voting and proposal ▪ Voting proposal, procedures, and tally sheet ▪ Policy, process, procedure definition list • After the meeting o Sharing minutes and decisions (minutes template) Documentation to keep on shared drive • Charter, membership roster, agendas, and minutes Next steps

55 (Council or Committee) Meeting Agenda

Date and Time: Location: Agenda Item

Lead

Next Meeting: Prepared By:

Mission Statement: Building success through education Vision Statement: An educated, employed, and thriving community

Purpose

Time

56 [Council/Committee Name] Council Meeting Minutes

Date and Time: (month,day,year, and time) Location: (building and room number) Attendees: List names of everyone in attendance Absent: List members who are absent Guests: List any special guests, presenters, and/or ad hoc participants in attendance Agenda

Summary and decisions

Actions

Item & Lead

Required

Topic 1 and name(s)

• •

Topic 2 and name(s)

• • • • •

Topic 3 and name(s)

Briefly summary discussion points and decisions made for topic 1 Formatting: ▪ Use bullet points and indented bullet points as necessary ▪ Complete sentences are not necessary

• • • •

▪ ▪ ▪

Meeting Adjourned: Time of day Next Meeting: Complete date with month, day, year Prepared By: Name of who drafted the minutes

List any actions required for topic 1. List who will do what by when and what they will do with it when complete.

Name of Council/Committee 2019-20 Name

Position

*Ex officio, If regular, what is **regular, or ***ad the term limit? hoc?

*Ex-officio members are standing members because of position or title **All others are "regular", non-standing members. They are "reps" or a person holding a type of posititon. ***Ad hoc members are limited to participation during specific meetings or agenda items, sometimes in advisory capacity.

Start of term

Voting or nonvoting

End of term

Initial Council or Committee Meeting Agenda Items  Background o College-wide Council and Committee structure organizes cross functional work groups to maximize institutional effectiveness, integration and efficacy. Enables more transparency and better communication for decisions. Product of the work of task force working on strategy 3c. o Explain availability of materials on SharePoint o (For Councils) reference work groups on the back of the agenda  Purpose of Council or Committee o Reference Charter o Clarify if purpose is vetting, guidance, support, etc. o Share or reference membership list  Clarify standing (ex-officio) versus non-standing membership  Clarify role or why those individuals were chosen  Example: are members responsible on gathering feedback from or disseminating information to a specific group? o Clarify process for recommendations to come before the Council o Clarify if they will be voting and if so, how that will be conducted  Explain administrative coordination and oversight o Meeting times, dates, and locations o When and from who they will get meeting invitations o Who they should inform of absences or proxy, if applicable o Explain how and when items will be place on the agenda

Skillsoft Resources for Meetings Please note: some of these are books and some of these are courses. Preparing for Effective Business Meetings https://tulsacc.skillport.com/skillportfe/main.action?path=summary/COURSES/comm_32_a01_bs_enus Managing Effective Business Meetings https://tulsacc.skillport.com/skillportfe/main.action?path=summary/COURSES/comm_32_a02_bs_enus Taking Minutes of Meetings (Creating Success) URL: https://tulsacc.skillport.com/skillportfe/main.action?path=summary/BOOKS/125539 Meetings That Get Results https://tulsacc.skillport.com/skillportfe/main.action?path=summary/BOOKS/106822 The Hamster Revolution for Meetings https://tulsacc.skillport.com/skillportfe/main.action?path=summary/BOOKS/42595 Leading Teams: Launching a Successful Team (There is a whole series on Leading Teams) https://tulsacc.skillport.com/skillportfe/main.action?path=summary/COURSES/team_03_a01_bs_enus Dealing with Common Meeting Problems https://tulsacc.skillport.com/skillportfe/main.action?path=summary/COURSES/comm_32_a03_bs_enus Communication Skills for Project Managers https://tulsacc.skillport.com/skillportfe/main.action?path=summary/BOOKS/30543 Creative, Efficient, and Effective Project Management https://tulsacc.skillport.com/skillportfe/main.action?path=summary/BOOKS/52057

Council Voting Script: “Is there any further discussion (debate)?” “Are you ready to vote (are you ready for the question)?” “Since the last person spoke in favor of the motion, does anyone wish to speak in opposition?” “The question is:” ex: HOW DO FACULTY VOTE ON CURRICULUM CHANGES? “Options are:” ex: Secret ballot, secret except person tallying vote, open ballot (and abstention) “All those in favor of” ex: secret ballot, raise your hand. “All those in favor of” ex: secret ballot expect person tallying vote, raise your hand. “All those in favor of” ex: open ballot, raise your hand. “Any abstentions?” “XXXX has it.” OR “The Council has voted to recommend” ex: Faculty votes on curriculum changes are secret except for the person tallying vote.” “I will take it under consideration and communicate the decision and implementation actions soon.”

Voting members will vote to: • Accept proposal/recommendation as is • Accept proposal/recommendation with amendment/revision: insert or add paragraph, strike out, substitute. o “You wish to add XXX, strike out XXX, or substitute X for Y to the voting options. Can I get a quick show of paddles that you would like to add this?” • Reject proposal At any time (either before or after vetting) chair may decide to: • Request changes made to proposal and resubmit. • Table/postpone the discussion or vote “Based on discussion/feedback, we would like for the committee to make changes to the proposal and resubmit.” (2 weeks in advance of next meeting so members can come prepared to vote) “Based on discussion/feedback, we will table/postpone the vote until the next meeting.” “Is there any reason, from a timeline perspective that won’t work?”

Council Name Voting Tally

DATE

Does the Council vote to recommend XXX? Yes-Accept No-Reject Vote tally

Yes, with ammendements:

Abstention

Does the Council vote to recommend XXXX? Yes-Accept No-Reject Vote tally

Yes, with ammendements:

Abstention

Academic Affairs Council: The Academic Affairs (AA) Office will send an email to AA Council Members following the AA Council meetings. It w include: • •

•

Meeting minutes Body of email that includes: o Brief bulleted updates/key messages-including what was approved o Proposals for vetting o Request to send feedback to faculty representative Relevant attachments or referral to AA Blackboard site for attachments

AA Faculty Council members can edit the message if needed, provide specific relevance for their area, or just forwar the message as is to their constituency list which includes faculty and other staff in their areas. Please note: The AA Council decided that each school will determine whether the Dean or Faculty rep will send emails to their constituents. Academic Affairs Council Members will consolidate feedback (if any) and: o o

Send to project lead Provide the feedback the next time that topic is discussed

Project Leads (committee/task forces/strategy manager) will: o o

Consider relevant feedback and evaluation integration When possible, update proposals/presentations to include a list of FAQs, concerns and/or explanation of the course taken

Reducing Communication Break-Down: o o

When faculty rep cannot attend meeting discussion, they should provide feedback to the Dean/AD, another faculty rep, or their proxy for dissemination Feedback sent after a proposal has been vetted/voted on should be communicated to the project leads

Faculty representative: David Patocka Debbie Deibert Jerrilyn Eisenhaur Kirk Brewer Mark Frank Patrick Idwasi Randall Loudamy Stephanie Merritt Gary Wescott Cheryl Bates

Math Faculty Child Development Faculty Business and Information Technology Faculty Communication Faculty Visual and Performing Arts Faculty Science Faculty Liberal Arts Faculty Nursing Faculty Engineering and Applied Technology Faculty Allied Health Faculty

100

101

102

103

104 PACE Mean Score Changes

105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

120

121

122

123

124

125

126

127

128

129

130

131

132

133

134

135