Chapter 11

Institutional Planning

Seminole State College provides an effective planning process to ensure the continuation of College services and the efficient utilization of resources in accomplishing its mission and functions. This chapter of the Self-Study details the planning process for developing strategies and accomplishing objectives (NCA Criteria 2 and 4).

Without question, the College realizes that assessing the future, determining the goals of the institution, and developing of overall strategies to achieve those goals is a critical process for the success of this planning institution. Planning provides direction and a common sense of purpose. Planning helps determine needs for adaptation to changing conditions and helps to improve efficiency in providing services.

Planning in a public college is complex with many internal and external constituencies affecting the development of goals and objectives. Additionally, the profit motive is not the end consideration in planning for the future of any public institution of higher education. Although development of financial resources for providing services must be considered, the cost-benefit analysis of objectives for a college is not limited to the "bottom line." Analysis must include examination of constituency needs and the measurement of the effect on society as a whole. These factors further complicate the analysis of institutional goals.

Confounding factors necessitate the need for more than a single planning mechanism. In method, Seminole State accomplishes the development of short-term and long-range plans through multiple processes integrated into goals and objectives of the College's planning documents. To describe these processes as parallel would be erroneous. A better description of the planning process at Seminole State would be that it is multi-dimensional. This multi-dimensional planning is not limited to a rigid formal processes that could delay analysis of proposals for fulfilling institutional dreams, but provides an flexible framework to incorporate the diverse ideas gained through the expertise of competent and experienced personnel.

This chapter will provide: (1) additional information regarding the College's response to the concern of the NCA in 1990; (2) information regarding the College's development of institutional strategic planning; (3) information regarding methods of tactical and operational planning; and (4) integration and synthesis of planning processes and evidence of College planning.

Concerns of The Previous NCA Team

As addressed in Chapter 3 of this Self-Study Report, the previous NCA Team expressed concern that the planning process at the College was limited to short-term plans or temporary issues. In preparation for the 2000 visit, we reviewed those team concerns and

Discussion in Chapter 3 (of this Self-Study) provided the time-line for the development of these planning processes during the past ten years. However, the most active development of long-range strategic planning has occurred since 1997 with the arrival of a new President. The investigation of previous NCA concerns led the new administration to agree that College planning focused too much on the short-term. With that realization, the administration began the development of a long-term planning process, not to replace effective operational and tactical planning, but to complement those methods and integrate them into a longer-range vision for the College.

Strategic planning focuses on long-term goals that relate to the future directions of the institution. Short-term goals and objectives are established in response to long-range plans and to react to changing conditions. The long-term goals of the College are broad-based and involve suggestions from both internal and external constituencies. Long-term objectives must be flexible and constantly re-evaluated. Efficient development of short-term plans and reactions to changing conditions require much briefer time-lines. Long-range planning requires "thinking outside the box." Short-term planning requires conservative appraisals and realistic expectations.

A key to development of long-range planning is a positive attitude by institutional personnel. "Thinking outside the box" requires imagination. Effective leaders help to develop long-range plans through (1) minimal fear of change, (2) a positive perspective that motivates personnel, and (3) utilization of institutional talents through teamwork. New ideas, enthusiasm, and a new vision for Seminole State College are the result.

Strategic Institutional Planning

Seminole State implemented its first strategic planning session under the leadership of Dr. Utterback in 1997. This session focused on the College's responses to some severe financial constraints and identified priorities for strengthening institutional self-sufficiency. The process that led to the development of the College's Strategic Plan, which further integrated the College's Strategic Planning Process into the organizational structure. To ensure that the College effectively meets the needs of its service area, College administrators determined to conduct in-depth institution-wide analysis and planning that would involve all College constituencies, students, boards, and community representatives.

Through this process, the College instituted a new Strategic Planning Process to provide for College and community participation in annual institutional analysis, planning, and goal-setting. At the heart of the process is the annual Planning Retreat coordinated by the administration. The following individuals attend this event to participate in the planning process:

• Administrators

• Division Chairs

• Faculty Senate President

• Professional Staff Council President

• Classified Staff Council President

• Student Government President and other SGA officers

• Members of the SSC Board of Regents

• President of the SSC Educational Foundation

• Chair of the SSC Educational Foundation Board of Trustees

• Representatives of the Seminole Chamber of Commerce or other civic groups

This process has formed the basis for subsequent planning and led to the identification of the strengths, weaknesses, challenges, problems, goals, and activities. This process, summarized in the table below, includes College-wide and community participation, and is synthesized under the direction of the President and Administrative Council.

When session participants meet during the retreat, planning is coordinated with the College mission at the forefront of the discussion. As part of the planning process, analysis includes consideration of College strengths and institutional challenges. Additionally, goal setting considers external forces such as limited funding and legislation, which are beyond the control of the organization

Following the presentation of ideas from such planning retreats, ideas are summarized for discussion. At this point, Administrative Council membership receives responsibility for evaluating ideas and developing a framework for further planning and development of specific objectives. Those developed objectives are more clearly defined than broad institutional goals and are often reflected in documents like the Three-Year Plan. With specific objectives in mind, the planning process moves on to development of tactical and operational plans for consideration.

Development of ideas is not limited to the Planning Retreat in the model of the SSC processes. If planning were limited in such a way, the development of ideas through internal means would be postponed awaiting an appointment at the planning retreat. Ideas to help the College meet its mission and functions can originate through informal processes within or through interaction with external groups. Planning strategies are not intended to limit ideas or postpone their development. The retreats are developed as a method to stimulate forward thinking and planning, not to limit the open expression of ideas throughout the year. Consequently, strategies to better serve students and other College constituencies can be inserted within the process at any time or in the form of operational plans to help achieve the broader goals of the College. Additionally, those ideas may be discussed in retreats to stimulate new institutional goals.

Tactical and Operational Planning

As discussed above, the primary function of the Three-Year Plan is tactical planning for the implementation of long-range goals. The document, however, also provides evidence of long-range strategic planning. Cited goals in the Three-Year Plan might include "To improve staff benefits and conditions of employment" or "To establish safe, functional, and attractive facilities for student and employee use." The identification of goals within the document is the next step in the strategic planning process. Establishing objectives to attain those goals is part of the tactical planning to reach the goals.

As a tactical plan, the document guides the divisions, departments and College personnel by setting out what they must do and who will be responsible for each activity. Tactical planning develops the means needed to activate and implement strategic planning ideas, and set time frames and narrow the scope of broad-range strategic goals. Congruent with business and industry management ideas, the College's strategic and tactical plans are actually almost indivisible. A strategy comprises a series of tactical plans built on each other to achieve the strategic plan.

An advantage of the College's approach to the Three-Year Plan is aggressive goal and objective setting. The encouragement of the administration to focus on positives within the institution stimulates departmental managers, division chairs, faculty, and staff to set objectives that are realistic, even though they require great effort to achieve. The document often provides direct time-lines for the accomplishment of objectives and focuses the efforts of personnel. In this way, the Three-Year Plan is an internal communication document, and it also provides information as a report to external bodies. The plan is included as part of the College's annual academic plan submitted to the State Regents for Higher Education. By providing this information to the State Regents, the College communicates effective planning for institution-wide development vital to the accomplishment of academic objectives.

The Three-Year Plan is a guiding force in other planning processes. Development of the Campus Master Plan, budget planning, and specific area operational plans are interrelated with objectives listed in the three-year document. The Administrative Council reviews the submitted objectives to ensure synthesis of activities toward the accomplishment of strategic goals. This interaction of planning activities illustrates the multi-dimensional process at Seminole State -- ensuring long-term and short-term planning to organize resources effectively (NCA Criterion 2).

The Campus Master Plan is a tactical document that reports specific activities toward development of campus facilities and improvement of equipment. Originating from the office of the Vice President for Fiscal Affairs and submitted to the Oklahoma State Regents for Higher Education, the planning activity includes the evaluation of strategic goals and matching of objectives from the Three-Year Plan. This document also shows the results of synthesis of institutional objectives through Administrative Council oversight. As a tactical tool, the Campus Master Plan estimates funding needs for the development of specific projects congruent with objectives developed and listed in other planning documents.

In addition to these major tactical planning documents, individual departments and divisions often develop operational plans that provide specific details for the accomplishment of objectives. At the operational level, all organizations have difficulty in developing written plans to outline procedures. It would be inappropriate, however, to assume that a failure to have a written document summarizing an individual project indicates no planning in the effort. The smallest of College projects requires accountability for the expenditure of funds. Consequently, planning is a part of the process for the completion of any project. Additionally, area supervisors plan detailed procedures for accomplishing general job descriptions. These supervisors adapt their plans according to the talents of the personnel, which efficiently achieves departmental objectives.

Some operational plans are detailed in written documents to: (1) communicate methods for solving a problem with effects not limited to individual departments or divisions; (2) communicate methods and procedures requiring cooperation between or among campus departments or personnel; (3) report to external organizations procedures in compliance with governmental mandates; or (4) report to the administration or governing board actions planned to comply with mandates, policies, or directed procedures. The written operational plan is usually produced at the request of the individuals requiring the information.

The Facility Maintenance Plan Summary is an example of a written document produced as an operational plan that includes long-range objectives and planning consistent with strategic long-term goals. The plan was requested by the President for review and consequently is produced in written form. The complexity of the operational plan also requires its written production to ensure effective communication of the details to departments on campus responsible for its application.

The College Academic Plan and budget are also operational plans. The two plans provide details that are closely related to the Three-Year Plan and strategic goals developed by the strategic planning process. These plans are reflected in written documents of various sorts. The Academic Plan is provided in a report format submitted to the State Regents for Higher Education by the office of the Vice President for Academic Affairs. The Budget, submitted by the office of the Vice President for Fiscal Affairs, is presented in an accounting format. However, the processes developing both plans follow specific procedures to gain opinions and requests for action from various personnel, departments, academic divisions, and supervisors before the final document is prepared (see Chapter 7 for discussion of academic planning and program review, and see Chapter 10 for budget process planning).

Synthesis of the Processes and Evidence of Planning

Seminole State College's overall strategic plan is a result of formal structured processes and informal open processes. The formal structured formats and method ensure a consistent evaluation of College plans and objectives. The open informal processes are also important to avoid losing or overlooking ideas as the result of adhering to a structured formal process.

The Administrative Council bears the responsibility to synthesize planning through the various processes. The administrative team reviews proposals and plans, evaluates their consistency with long-range goals and short-term objectives and integrates such plans into the budget and Three-Year Plan processes. It is the administrative team's responsibility to ensure that the various planning methods provide both the diversity required of the process, and are incorporated into approaches with appropriate resources and organization available to accomplish the objectives.

Many documents are available to demonstrate the various planning processes that lead to improvements at Seminole State. The most obvious planning evidence is the Three-Year Plan. Various editions of the document are available in the Self-Study Resource Room. Examination of the objectives met during the past ten years and objectives targeted demonstrate for the future a vibrant process of planning at the College that includes improvement in all areas of the campus.

The College does not meet all of its goals. The College does not meet all objectives. If all goals and objectives were met, the planning process be no more than a shell to report accomplishments. The integrity of the planning process at Seminole State is demonstrated by objectives in that document that have not been met; have been postponed for other priorities and concentration of resources; are no longer appropriate or are no longer a priority; or are projects in-process but awaiting completion. Within the planning process, the re-evaluation of objectives is an ongoing task.

To see the integrity of the process over the ten-year period since the last visit by an NCA Team, turn to the 1989-92 Three Year Development Plan which was included in the College's 1989 Self-Study Report. That plan listed the following objectives:

• Objective 1.1.1 -- Maintain commitment and funding for established salary schedules, which includes longevity and educational increments.

• Objective 2.1.1 -- Expand faculty sabbatical program to include professional staff by July 1990.

• Objective 3.1.1 -- Construct a new dormitory facility as soon as non-state funding is available.

• Objective 3.2.12 -- Modify student enrollment system for checking to see if prerequisites have been met by students when enrolling in a class.

• Objective 3.2.13 -- Develop a system of computerized degree checks for greater speed and accuracy in accomplishing this function during 1989-90.

• Objective 4.1.11 -- Construct a new science classroom and laboratory building to the south of Tanner Hall when capital improvement funds are provided by the State Regents.

• Objective 4.2.1 -- Purchase and install a new sign for the north entrance of the campus by August 1989.

• Objective 4.3.4 -- Purchase an enclosed trailer to move band equipment and other campus equipment as funds permit.

These objectives were not selected at random. They provide evidence of the planning process. Of the eight goals listed, only one was accomplished within the three-year time-frame -- construction of a new science and classroom building to the south of Tanner Hall. Within three years, the first listed objective was abandoned as the result of limited funding to the College due to external forces. Consequently, faculty and staff salary schedules and longevity increases were not addressed until they became a priority of the current administration. Of the eight objectives listed above, others were met later in the decade, some were set at a lower priority, some were postponed, while others were eliminated as the result of changes in technology. Others are still in process after receiving new interest late in the 1990s.

Many of the objectives of that plan were accomplished. The flexibility of the process and the long-term commitment to objectives also demonstrates long-range planning within the Three-Year Plan. Many objectives cited in the above chart were difficult to accomplish during the short time frame of three years. However, objectives are never accomplished if never attempted. This aggressive planning method ensures vigorous institutional activity.

The strategic planning system developed and utilized by the College during the 1990s provides an effective long-range view of goals and stimulates specific actions to accomplish those goals. This planning process provides many advantages in leading the College into the future.

The process encourages involvement of all College departments, administration, the governing board, students, and the community. In addition to providing diverse perspectives and ideas, the involvement of varied constituencies leads to better plans, a higher level of commitment, and long-range development of staff who understand planning as vital to institutional progress.

Rewards of the Strategic Planning Retreats can be easily identified through reports of progress toward those goals. The planning retreat of 1998, for example, focused on planning for a new technology center to be built on campus in 2000. A few months after it was announced that the College would receive a special state appropriation for this facility, the groups were asked for recommendations on plans for construction and programming. Those valuable suggestions have been critical in the planning stages for this facility.

As an example, the following report provided to retreat participants in 1999 itemized institutional goals set collectively at SSC's retreat in January 1998, and the progress toward those goals at that point. During the 1998 event, individual constituency groups evaluated the College's strengths and challenges and participated in formulating the institution's goals and objectives. The list below defines specific steps taken to accomplish what was planned, summarizing initiatives under each of the broad themes presented, and also notes continuing challenges recorded along with the accomplishments.

Institutional Goals Established at Planning Retreat in January, 1998

Goal: Be an integral part of a quality state system.

• During the 1998 Legislative Session: 1) the Council of Presidents worked to solve the Tulsa higher education issue; 2) the Council was instrumental in removal of higher education from the Administrative Procedures Act; 3) through the broad support shown by Board members, faculty, staff, students and members of the community, higher education had a second year of record appropriations.

• More than 20 SSC supporters participated in the HEACO-sponsored "Higher Ed Day at the Capitol" on February 4, 1998. A group of community leaders, including bank presidents, area chamber of commerce representatives, and local business owners, accompanied SSC faculty, students, and administrators to the state capitol to visit with local legislators about the College's funding needs.

• The College participated in a media blitz with other institutions of higher education to provide voters with information about State Questions 680 and 681 that passed in November.

• The President was appointed to serve on the Legislative Affairs Committee of the Council of Presidents.

• The Associate Vice President for Business and Community Relations served as president of the statewide public relations association for all two- and four-year public and private colleges.

• In an effort to increase communication and cooperation among member institutions in the Bi-State Athletic Conference, a new advisory body was created to examine conference issues and make recommendations to College presidents. Seminole State College's Athletic Director was elected secretary of the newly-formed board.

• In a cooperative effort with the Seminole Chamber of Commerce, the College hosted several Legislative Breakfasts to enable local citizens to visit with State Senator Enoch Kelly Haney and State Representative Mike Ervin last spring. This fall, special breakfast meetings were held featuring Governor Frank Keating and Gubernatorial candidate Laura Boyd.

• State Representative Bob Weaver delivered the keynote address at the College's spring commencement exercises in May.

• For the first time in nearly a decade, the Oklahoma State Regents visited the SSC campus. The Regents held their October business meeting in the Jeff Johnston Fine Arts Auditorium and then were special guests at a luncheon attended by a number of faculty, students and local civic leaders.

• John Massey, Chair of the Oklahoma State Regents for Higher Education, visited campus in early October to speak at the Chamber of Commerce monthly forum. Prior to the forum meeting, the Chair was guest of honor at a reception held at SSC's Massey Community Center in downtown Seminole. Faculty, student and community representatives attended both functions.

• In June, an "Education Appreciation Dinner" was held on campus honoring Senator Enoch Kelly Haney for his support of all levels of state education through his role as Chair of the Appropriations Committee.

CONTINUING CHALLENGE: The College continues to face difficulties in receiving adequate state funding. Alternate means of funding and/or tuition increases need to be explored to meet this challenge.

Goal: Be a viable part of the community and region.

• Numerous special guests spoke on campus during the past year, including: Governor Frank Keating; Lt. Governor Mary Fallin; State Senator Enoch Kelly Haney; Former Governor George Nigh; Former Governor and University of Oklahoma President David Boren; Senator Gene Stipe; East Central University President Bill Cole; Former Department of Commerce Director Leo Presley; Executive Director of the Oklahoma Community Institute Nance Diamond; State Representative Laura Boyd, State Representative Mike Ervin; Chief of the Oklahoma Highway Patrol Gary Adams; U.S. Congressman Wes Watkins; State Representative Bob Weaver; Director of Anthropology and Genealogy of the Seminole Tribe of Florida Dr. Patricia Wickman; Corporation Commissioner Denise Bode; and Seminole Nation Chief Jerry Haney.

• Seminole State College supported a community-wide application for an Americorps program grant, spearheaded by the Honorable Judge Jerry Colclazier. The grant was awarded this fall.

• Earlier this year, the College hosted Lt. Governor Mary Fallin and an entourage of Chinese students visiting the state of Oklahoma.

• Area businesses and organizations participated in the College's fifth annual "Area Services Fair" this past September. The fair provided SSC students and faculty the chance to learn about goods and services available in the community. The fair also provided area businesses the opportunity to promote their products and services.

• The College served as the lead agent in applying for an award-winning Department of Commerce grant to promote economic development in this area. The "Seminole County Coalition of Partners" received an $83,400 grant that was used for three major projects. An interactive CD-Rom and Internet package was developed to promote Seminole County; area youth participated in a week-long extensive leadership training program; and community leaders from Seminole, Wewoka and Konawa completed an asset mapping project for the County.

• In October, over 400 area high school students attended an anti-drug program conducted by the Honorable Judge Jerry Colclazier, the Oklahoma Highway Patrol, the Seminole County Sheriff and the District Attorney.

• Seminole State College has provided resource support for the city's new hospital -- Seminole Medical Center -- through preparation of meals since the facility opened last spring.

• Two new cooperative agreements with area vocational-technical schools were approved this summer. These agreements resulted in increasing the College's fall enrollment by 36 FTE. Plans are being made to formulate additional cooperative agreements in 1999.

• Seminole State College hosted its 26^th annual interscholastic meet this past spring. Over 1,300 students from area public schools competed in academic subjects ranging from Algebra to World History.

• The College hosted approximately 300 area junior high and high school students for the 25^th annual East Central Oklahoma Regional Science and Engineering Fair. Students from Pottawatomie, Coal, Okfuskee, Pontotoc, Hughes and Seminole counties participated in the fair.

• In January, a Microcomputer Application II class learned about computers and different software while helping promote local inventors. The students learned practical applications in "real world" situations by developing invitations, brochures and press releases for local start-up companies. They also studied profit margin and manufacturing costs.

• Full-time faculty led an effort to offer classes at two area correctional facilities for the first time this fall, thereby ensuring high quality instruction. The number of offerings at each facility has been increased for the spring of 1999 term.

• A business and industry training program was initiated in July to better serve the educational needs of Seminole and surrounding communities. A program director and training coordinator were identified to establish specialized courses beginning in the fall of 1998. To-date, classes have been offered in real estate, child care training, business management issues and computer software programs. Over 100 students have been served through the program this fall.

• Several short-term classes were offered near the end of the fall term for current students and special interest community groups. Courses taught included: "Seminole Indian Culture," "Computer Competence," "Death and Dying," "The Internet" and "Mid-Management."

• Seminole State College faculty led an effort to increase the number of SSC classes offered in neighboring communities by teaching classes in Holdenville, Shawnee, Tecumseh and McLoud. This spring, a class will be offered for the first time at the Seminole Nation Tribal complex in Wewoka.

• The College's strong community support was illustrated when Seminole voters approved the extension of a city sales tax last May which will provide up to $400,000 toward the construction of a new residential learning center on campus.

• The College and the Seminole Tourism Council joined forces last summer to host an eight-state high school All-Star baseball tournament, the Sunbelt Classic, in Seminole.

• Seminole State College's Athletic Department continued working with the Shawnee Convention and Visitor Bureau to host the NJCAA Region II Basketball Tournament in March. The College's Athletic Director serves as a member of the tournament steering committee.

• The College's ITV (Interactive Television) offerings were expanded this year and plans are being made to create a second ITV studio on campus. The primary function of the studio is to receive upper division 3000 and 4000 level courses from four-year Colleges and universities. The ITV classes have also been used in a cooperative program with Mid-America Bible College. The Mid-America program allows area students to complete a bachelor's degree on the SSC campus. During the upcoming semester, efforts to broadcast from SSC will be revitalized with a pharmacology course being offered by the College's nursing faculty at Gordon Cooper Technology Center. Funding has been secured to create a second ITV studio on campus.

• Seminole State College hosted three ACT workshops for area high school students. Over 1,200 students attended.

• The Seminole Economic Development Council and the City of Seminole have worked with the SSC Educational Foundation and the College to issue bonds for the construction of the new residential learning center. Major lead gifts to support this project have already been received from BancFirst, Shawnee Bottling Co. / Coca-Cola, Arkla Gas and the Jearl Smart Foundation.

• College personnel actively served in numerous civic and community organizations during the past year. Seminole State College faculty and staff were involved in: Lions Club, Rotary Club, Kiwanis Club, Seminole Chamber of Commerce, Seminole Municipal Hospital Board, Seminole Tourism Council, Seminole Arts Council, Business and Professional Women, Epsilon Sigma Alpha Sorority, Beta Sigma Phi Sorority, Seminole Girls Softball Association, Boy Scouts of America, Big Brothers/Big Sisters, Friends of the Library, National Guard Association, Elks Lodge, Domestic Violence Task Force, American Red Cross and area churches.

Goal: Streamline Enrollment Processes

• In an effort to streamline enrollment, a task force reviewed student services software programs. A program was identified and approved as part of a statewide effort to adopt the "Buzzeo" product. However, the company failed to deliver the product. As a result, the task force began re-evaluating other programs. A presentation is planned as part of today's retreat in an effort to finalize a selection.

• The need for more academic counselors has been addressed by the realignment of positions and duties and by the employment of an Americorps worker.

• A new telephone system was installed on campus in September, drastically improving customer service. The system allows for messages to be left for instructors via voice mail. The system will support future telephone enrollment capabilities.

Goal: Retaining and helping students succeed without compromising academic integrity.

• The President asked division chairs this fall to meet with faculty and explore ways to improve student success. The College will continue to emphasize student retention and success.

• The College's Nursing Program has continued to receive attention for the academic success of its students. The spring graduating class had 100% passage rate on the state licensing exam.

CONTINUING CHALLENGES: High withdrawal and failure rates (D, F and W grades) continue in isolated subject areas. Strategies need to be developed to support student success through improved placement, academic tutoring and specialized instructional methods. A funding source needs to be identified to provide coordinated tutoring for all SSC students.

Goal: Increasing Enrollment

• This fall, the College celebrated an all-time record enrollment. The Dec. 8, 1998 headcount was 1,930, a 10.3% increase over 1997's count of 1,747. The previous all-time high of 1,906 was set in the fall semester of 1976. This fall's enrollment equates to a full-time equivalency (FTE) count of 1,230 which exceeds the previous record of 1,220 set in 1992 and is a 10.2% increase over last year.

• The College's Honors Program has been revitalized through faculty support.

• A faculty member promoted the creation of a new student organization for English honors students during the fall semester.

• The construction of a new residence hall will greatly enhance the collegiate environment of SSC. Preparation of dirt work and roadways to the residence hall site has begun.

• The new women's softball team brought 18 full-time students to campus this fall for the sport's first SSC season.

CONTINUING CHALLENGE: The need continues for expansion of course offerings in new and creative formats. The College is also challenged to build summer and evening programs with increased class offerings.

Goal: Streamlining Policies and Procedures

• Approximately one-half of the policies in the Board Policies manual have been revised and rewritten this year. This on-going effort has helped eliminate unnecessary, time-consuming and costly procedures while maintaining broad directives approved by the SSC Board of Regents and College administration.

• Changes have been made to increase spending limits and bid requirements within state guidelines, thus empowering staff and streamlining operations.

• The College's mission statement is being reviewed and revised through evaluation by a North Central accreditation sub-committee on campus.

Goal: Improving Academic Assistance and Student Success

• Faculty reinitiated an effort to contact students who have excessive absences during the term with "student contact cards." The card's message expresses concern about the student's absences and asks the student to contact the instructor for further assistance.

• Faculty and staff participated in evening call-a-thons to contact first-time students during the second week of school, both in the spring and fall terms. Calls were made to welcome students to SSC and to inquire about concerns or problems they may have experienced.

• The Admissions and Students Services staff have tracked enrollment of returning students each term and mailed postcards to those not enrolled prior to the start of classes.

• Science faculty made special efforts to provide tutorial assistance to students in their classes by initiating student study groups and peer academic assistance.

Goal: Increasing Staff

• Full-time positions in nursing, speech and science have been filled this year. A temporary full-time position in art created the previous year, was made permanent last spring. A softball coach and instructor was hired for the new sports program this fall. A new position was created to provide coordination of the Business and Industry Training Program and classroom support for the Business and Computer Science Division.

• The structure of administrative functions was streamlined in several areas of management and supervision this year.

Goal: Maintaining and improving solid programs

• Several faculty members have attended global education conferences and are working to "globalize" the curriculum at SSC.

• This past summer, a faculty member established a new academic program to provide foreign studies experiences that include international travel for SSC students.

• The College's efforts to meet the needs of business and industry resulted in the creation of a new training division this year.

• Seminole State College's Nursing Program received maximum re-accreditation following an intensive self-study process and a site visit this fall. The nursing faculty also developed an innovative "Fast Track" program that was approved by the State Regents for implementation on campus. A $66,000 grant was awarded to the College for Nursing scholarships by the Helene Fuld Trust of New York City. The scholarships will pay full tuition, fees, books and expenses for 13 full-time nursing students.

Goal: 2000 Students by 2000

• The College's efforts to increase awareness of the College include the issuance of press releases on a routine basis. Additionally, advertising print space and air time is purchased throughout the year in support of area high schools, community events and non-profit organizational projects. During enrollment periods, advertising campaigns are conducted with the following media outlets: Seminole Producer, Shawnee News-Star, Holdenville Daily News, Wewoka Times, Tecumseh Countywide News, Stroud American, Prague Times-Herald, Okemah News Leader, Hughes County Times, The Weleetkan, Konawa Leader, Lincoln County News, KWSH-Wewoka, KGFF-Shawnee and KIRC-Seminole/Shawnee. The campus newspaper, printed monthly during the fall and spring terms, has been distributed free on campus and mailed to over 250 community supporters.

• Visibility of the College's name and image will be greatly enhanced as student groups and athletic teams begin travelling in the new Seminole State College bus. The bus was purchased in late fall and arrived on campus this week.

• Public awareness of the College's outstanding teaching faculty was enhanced when eight instructors were selected for inclusion in a national "Who's Who" publication this fall. The teachers, nominated by former students, received recognition in the local media for the honor. Also, the Oklahoma State House of Representatives passed a resolution acknowledging their excellence in teaching.

• Four employees of the College were honored in April and November of this year at the Seminole Chamber of Commerce monthly forum luncheons. The Education Committee of the Chamber, local Lions Club and Century 21 Blue Ribbon Realty sponsored the public recognition.

• The Admissions and Student Services area has dramatically increased efforts to reach prospective students. Mailings have been increased by 300% from the 1996-97 to 1997-98 recruiting year. Direct mailings increased from 1,719 to 6,811. Also, the number of high schools visited by admissions office staff almost doubled during this time (17 to 30). The President's Annual Report and a new viewbook were produced this year in four-color glossy print and mailed extensively to separate audiences. The annual report was sent to friends of the College, donors, elected officials and community leaders. The viewbook has been distributed at area College fairs and mailed to prospective students.

• To increase visibility of the College in Holdenville, an academic counselor has set up information booths to provide enrollment information at the local high school and in a downtown bank lobby. Additional news stories and advertisements have been concentrated in conjunction with these recruitment visits.

Summary

The above report was prepared and presented in 1999. Since that time, the College has accomplished the final goal listed through development of enrollment strategies that resulted in "2,000 students by 2,000." Planning retreats have been invaluable in the institution's process, but progress is also dependent on the development of tactical and operational plans. Two such plans were applicable to the accomplishment of goals noted in the report on progress toward achieving 1998 retreat goals.

The College's successful application for federal funding through Title III is a major achievement toward the institutional goal of increasing academic assistance for students and retaining current students. The Title III grant application involved various departments and members of the College staff. However, as part of the planning for the application, the College retained services of an independent consultant to assist in development of the grant proposal. With the assistance of the consulting firm and the dedication of College personnel, funding was received through the Strengthening Institutions Program to provide student retention tracking, remedial course development, faculty training and development, and equipment for instruction. The federal funds will improve the College's ability to focus efforts in the area of student academic assistance.

The SSC Board directed to the new administration in 1997 to investigate methods to increase enrollment at the College. Reports of an Ad-hoc College Marketing Committee had listed expansion of athletic offerings as one avenue to examine. A tactical proposal was submitted by the Athletic Department during the spring of 1997 detailing the immediate additions of women's golf, men's golf, women's tennis, and men's tennis for competition in the fall of 1997. Due to substantially higher costs of implementation, the plan called for softball play to begin in the fall of 1998. Application of the long-range plan for increasing scholarship opportunities for women's softball is still in process.

The athletic program expansion plan demonstrates a tactical plan submitted to the administration from within. Concerns regarding governmental mandates were the original stimulants for development of the plan. The adaptation of the plan to include other women's sports and men's sports came in response to the long-term strategic planning processes and discussions at a strategic planning retreat. The two processes merged in the development of the five-year plan that opens new athletic opportunities for women and increases the College enrollment.

The following list indicates the existence of comprehensive "area plans" that are developed as tactical or operational plans to guide departmental or division progress. These planning documents are available for review in the Self-Study Resource Room.

• Enrollment Management Plan

• Marketing Plan

• Facilities Management Plan

• Campus Master Plan

• Resource Development Plan

• Economic Development Plan

• Computer Usage and Data Processing Plan

• Chemical Hygiene Plan

• Campus Safety Plan

Despite the very real achievements of the College's planning processes, there are limitations. The Three-Year Plan remains an important planning document for the College, but the plan could more effectively communicate long-term planning. In 1999, to ensure long-term considerations and address this issue, President Utterback requested that the various academic divisions revisit their planning process and develop future documents to reflect a planning cycle of five years or more.

Some tactical and operational plans developed as area-management plans have often been too lengthy and complex, making them difficult to read and evaluate. Other plans are so broad that they sometimes lack a central focus and cannot generate sustained commitment.

Noting these challenges, the College leadership is strengthening the planning process to ensure: long-range outlook, inclusion of institutional effectiveness assessment outcomes, recurrent analysis of the social environment within which the College must function, and on-going collection of related data. A regular review of the Mission Statement and its relationship to plans for the future will also be stressed.

• The College has in place those factors necessary to ensure future stability and growth.

• The College has clearly identified the issues most likely to impact its operations in the future.

• The College has substantial, previous experience in long-range planning.

• Long range planning has generated considerable activity and progress for the College.

• Integration of all planning processes across campus is critical.

• The College benefits from an experienced faculty and staff, well-prepared to address the challenges facing the institution.

• The College will focus on realistic, clearly-stated goals, developed with suggestions from students, faculty, staff, administrators, Board members and community constituencies.

The overall purposes of planning and outcomes generation are to guarantee that the future of the College is as rich as its past. To fulfill these objectives, the College does intensive group planning, involving all constituencies, and the outcomes of the planning processes are utilized, complying with NCA Criteria 4 and 5. The institution's strategic planning is affected by all constituencies and objectives of the organization are detailed in a plan which originate in the academic area, keyed to student success, and ultimately refined by the Administrative Council. Long-term goals and objectives are evaluated annually and new goals are established. All constituencies associated with the College participate in College planning through organized, annual planning retreats and other less formal mechanisms. The College's Annual Report, prepared by the Office of the President, documents and describes the institution's planning accomplishments. This publication, shared with the Board and "community stockholders," includes the year in review and identifies major improvements and changes in the institution. Effective planning processes are in place and working at Seminole State College, and they provide adequate direction for the institution, fulfilling NCA Criterion 4. As a result, Seminole State has a firm foundation, a vision for its future, as it plans to continue to meet its educational and community purposes in the future.

With a strong sense of its mission, the College has continued to prepare for the present and for the future in a flexible and creative manner complying with NCA Criteria 1 and 4. This commitment to mission, quality, and the community has been strengthened through a number of institutional planning initiatives. Since its inception in 1931, Seminole State College has adapted all its programs to meet the needs of the people of Seminole and surrounding area.

As illustrated in previous chapters, Seminole State College draws on a number of resources -- both internal and external -- to ensure its future stability and growth. The College has a long and successful history of providing academic programs and related services for its student audiences. The College also makes effective use of community resources. Seminole State College has a history of quality educational programs, enhanced by modern instructional and interactive student support services.

To continue to provide superior educational and community services, and to build and expand on past successes, Seminole State College must sustain its effective planning processes. Vibrant institutional planning activities are crucial in helping College personnel make informed decisions that lead to beneficial, measurable improvements in the College.

Strengths

• Constituency involvement in strategic planning, etc.

• A multi-dimensional planning system that includes several processes synthesized by the administration to integrate long-term and short-term planning

• Broad institutional goals that develop commitment within the organization and from external constituencies

• Ten-year to 20-year long-term goals for the future of the College

• Aggressive objective-setting to maximize progress

• Use of consultant expertise, as necessary, in the development of strategies

• A planning process that does not limit planning, ideas or goals to written documents

Challenges

• Limited planning information as a result of data collected in prior years by an antiquated computer system

• The broad nature of certain area plans making them difficult to re-evaluate

• A state funding system that promotes only limited long-term financial planning