Program Outcome: Advance the College Mission |
| Narrative and Reflection |
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I am entertained, soothed, and inspired by television and movies. Throughout my CIPS portfolio I compare my DCCL journey using iconic images from those media indicating how impacting DCCL is on my career and life. This first image is of iconic space exploration, to seek new life and civilizations, to boldly go where no-one has gone before! Such should be our aspiration pursuing our college's mission. Absolutely everything we do as community college leaders must eventually contribute to advancing our college’s mission. My DCCL journey started with O'Banion's (1997) learning-college's six key principles, stating student engagement must be mission-centered; benefiting from facilitated substantive change as full partners enjoying various collaborative options. Schoolcraft's College mission states, “...provide a transformational learning experience designed to increase the capacity of individuals and groups to achieve intellectual, social, and economic goals.” I love this statement's reference to Smyre's (2016) transformational change experiences and "master capacity builders" advancing our mission through a "Creative Molecular Society." I have seen personal growth through leading work-enabling technological change using relationship based engagement (Turner, 2017). Today's technological connectedness ushers in new collaborative levels of transformational change (Smyre, 2016). Advancing Schoolcraft's mission through continuous improvement using innovation and weak-signal exploitations manifested when Schoolcraft applied Higher Learning Commission's (HLC) AQIP (Academic Quality Improvement Projects) processes. I led a HLC AQIP action project overhauling Schoolcraft's IT infrastructure; facilitating better student access, advancing student engagement levels, and adding mission-centric transformational experiences. In 2018, I was part of the Schoolcraft team at a HLC AQIP strategy forum that gave birth to a new Schoolcraft fiscal sustainability action project. I believe every DCCL program course provides a vital component equipping us as future leaders in college mission advancement. |
| Literature |
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O'Banion, T. (1997). A learning college for the 21st-century. Rowman & Littlefield Publishers. eBook ISBN 978-1-4616-3633-5. Turner, P. R. (2017). Leadership, workplace engagement & key skills for driving change. Ellucian GLUG (Great Lakes Users Conference, September 25, 2017). Retrieved from http://patrickryanturner.com/files/170925%20-%202017%20GLUG%20Presentation%20by%20Turner%20v2.pdf Smyre, R., & Richardson, N. (2016). Preparing for a world that doesn’t exist – yet: Framing a second enlightenment to create communities of the future. ISBN-13: 978-1785354519. |
| Evidence |
| I selected my paper on favored accreditation from The Past, Present, and Future Community Colleges class as directly aligning my CIO duties and Higher Learning Commission's mission focused AQIP action project participation. As mentioned above, Schoolcraft's IT overhaul action project was titled, "Information Technology Infrastructure Modernization and Information Security Upgrade Project” This mission advancing experience required mapping action project participation, purpose, and outcomes to added stakeholders value. Showing continuous improvement, not only technologically but pedagogically as well, while advancing Schoolcraft's mission, vision, and values. |
| PO1E1-Turner,P.Favored Accreditation Process and Comparison to CurrentIDSL805 APA - latest.pdf |
| I participated in Schoolcraft's HLC AQIP accreditation processes beyond IT's action project, including detailing process support for all college academic and business units. The evidence selected relates Schoolcraft's entire HLC AQIP System Portfolio submission across the enterprise, showing broad strategic plan alignment with Schoolcraft's mission and how my leadership role touches every facet of Schoolcraft's activities. For example, searching the document for "technology" will identify the AQIP action Project: "Information Technology Infrastructure Modernization and Information Security Upgrade Project” (p. 6), as well as AQIP Category 4P2: Strategic planning process aligning operations with Schoolcraft's mission, vision, values (5.C.2) (pp. 102-106), and Category 5P1: Processes ensuring timeliness, accuracy, reliability and security of Schoolcraft's knowledge management system(s) and related processes (pp. 119-124), and more. Collectively aligning all college activity with its strategic planning and more importantly, mission. |
| PO1E2-2018 AQIP System Portfolio Schoolcraft Submission.pdf |
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The final evidence selected is an addendum to the previous evidence and closes out Schoolcraft's "Information Technology Infrastructure Modernization and Information Security Upgrade Project” HLC AQIP action project directly describing its transformational mission-advancing accomplishments and suggestions for continued work.
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| PO1E3-180212 - AQIP Action Project Concluding Report Questions.pdf |
| References |
| N/A |