Succeeding Together 2012 develops five strategic themes that provide the basis for our strategicdirection. These themes, which were developed using the Appreciative Inquiry (AI) process at theJanuary 2007 Strategic Planning Workshop, shape our strategic direction by serving as the lensthrough which our processes will be viewed. Initiatives will be developed in those areas in whichthe processes are not in alignment with the themes.1. Inspiring Passion through CollaborationCollaboration is part of the college culture. Processes are inclusive, convert diverse opinion intocommon ground, and foster a shared sense of direction for the entire team. The characteristics ofthis collaborative culture include. Existing groups and committees in both the internal andexternal college communities include faculty, administration, classified staff, students, and, whenappropriate, community leaders and community members. There is effective dialogue and trustamong groups, committees, departments, programs, and the institution as a whole. Institutionaldirection and prioritization is accomplished using inclusive, transparent, and participatoryprocesses. Staff and faculty are trained in communication and collaborative skills, such asAppreciative Inquiry, so as to build on one anothers strengths. There is a vibrant professionaldevelopment program that includes orientation, mentoring opportunities, leadership training andsupports personal and organizational growth. The professional and organizational developmentprogram trains personnel and fosters a college-wide sense of community. Processes are evaluatedon a regular basis, streamlined to the greatest extent possible, and consistently provide the bestpossible overall outcomes for the college.
2. Focusing on Student SuccessButte College is student-centered and promotes a full range of student learning possibilities. It is aculture that embodies the following characteristics:Planning of curriculum, creation and expansion of instructional programs, and prioritization offaculty hires are based upon students learning needs and career paths. Students ongoingeducational goals are identified and systematically assessed. Orientation programs (on-line andface-to-face) are available for all students, faculty and staff. Students and staff are recruited fromdiverse groups. There is effective and ongoing information dissemination to current andprospective students that is based on student input. Effective and ongoing dialogue takes placewith local businesses, industries, and communities to strengthen programs. Butte College growsits presence in Glenn County and south Butte County. Increased opportunities for distancelearning and instruction in alternative modalities makes instruction more accessible to students.An appropriate mix of distance and face-to-face student services, determined by studentdemand, is available. The college supports an active student life program that includes leadership,social, and civic engagement opportunities to promote student interaction and communitybuilding. The District develops and sustains reliable communication and information systems toensure quick and accurate response to student needs. The District systematically celebratesexcellent service to students, to the communities we serve, and to each other. Regularcollaborative meetings are held to review policy and rules guiding student learning and studentservices.
3. Valuing a Culture of LearningButte College faculty and staff demonstrate that student learning is at the heart of everything theydo. This culture of learning includes the following characteristics:Learning experiences create an intellectual climate through lecture series, conversations of consequence among all staff, and professional development experiences to re-energize faculty andstaff. The college curriculum supports learning goals for all students and the assessment of thesegoals throughout each students college career. Interdisciplinary faculty teams link each studentlearning experience to real life and to other college courses through the use of strategies such asservice learning, internships, career pathways, and learning communities. Student cohorts learntogether in ways that encourage teamwork, improved learning, and student success. Thecompleted main campus fosters a sense of community by providing indoor and outdoor spacesthat promote collaboration, vibrant student life, and a culture of learning. Appropriate services areavailable on the main campus during the day and during the evening hours. Transfer to four yearcolleges and transition to the workforce is seamless.
A vibrant international program with recruitment and study-abroad components fostersdiversity and enhances the student educational experience.Curricula are multi-disciplinary and articulated with CSU and UC.Curricula between the college and the K-12 system are aligned, transfer and career pathwaysare clearly articulated and logically sequenced, and multiple options exist to navigate thesepathways.The use of student learning outcomes for all courses, programs (to include general education),degrees, and student support services creates ongoing, informed, and intentional dialogue thatimproves teaching and learning.State, grant, private and other resources are maximized to provide the funding needed tomaintain quality instructional programs.Staff and faculty hiring processes provide improved opportunities for diverse applicants and resultin the hiring of the best-qualified person for each position.There is campus-wide agreement about implementation of course sequencing, prerequisites, andrecommended preparation.There are effective and useful information systems for tracking waiting lists and student success.Advertising emphasizes educational quality as well as cost.4. Enhancing an Innovative, Flexible, Responsive and Accountable CultureThe college assesses student and community needs on a regular basis and responds with resourcesto address those needs. The colleges culture of accountability ensures that benchmarks andsystematic analysis result in ongoing efforts to improve responsiveness and quality. This cultureincludes the following characteristics:We are personally and professionally accountable to our students, our communities, and oneanother. Program development is innovative and responsive to changing educational needs. Strongcommunity-based advisory committees ensure that the college responds to community needs and
provides career opportunities for students. Assessment processes drive planning and planningprocesses drive budgeting. Curriculum development is responsive and innovative. A thoroughcurriculum and program re view process is integrated with unit planning and resource allocation.Flexible systems, processes and structures foster creativity, entrepreneurialism, and innovation inresponsiveness to community needs. Creative innovation is encouraged and rewarded.The college continues to move from a culture of control to a culture of responsiveness andflexibility.The District is financially stable, has adequate reserves, and has developed alternative revenuestreams to make it less vulnerable to fluctuations in the California economy5. Modeling Sustainability -The college promotes the best possible outcomes for its human and natural environments. Thisincludes approaching the college curriculum, student and civic engagement and college practicesin ways that meet current needs while ensuring similar resources will always be available in thefuture. This sustainable model includes the following characteristics:The college fosters a culture of sustainability using strategies such as courses, films, speakers,workshops forums, lectures and conferences. The sustainability theme is incorporated into allcourses, where possible. Curricula are multi-disciplinary, inspire hope, provide positive solutionsto problems, and are articulated with four-year institutions. The campus is used as a livinglaboratory where students are involved in recycling, gardening, eco-tours of buildings, and othersustainable activities. Use of service learning and internships is focused around issues ofsustainability. A main campus land use plan ensures sustainable future development.The main campus produces most if not all of the electricity it uses from alternative sources on-site. Instructional Arts and Student/General Services buildings are Leadership in Energy andEnvironmental Design (LEED) certified by the U.S. Green Building Council.
Several existing buildings are LEED certified using the existing building (EB) criteria.College practices model democracy, inclusiveness, optimism, and successful examples ofsustainability. The college demonstrates leadership in sustainable economic development A feedback from different student from different faculty
What an student may expect from the College- Promptness and proper notification of any necessary absence- A schedule of participation days/times- Regular attendance should be noted- Respectful handling of confidentiality issues- Willingness to stay for duration of an entire shift, unless arranged prior to duties.- A positive attitude from all staff and student as well- A willingness to speak with their lecturers if uncomfortable or uncertain about topic their discuss- Respect toward the agency’s environment- Fulfillment of duties and responsibilities in a timely manner- “Professional” feedback concerning the appropriateness of given and acceptance ofsupervision/feedback- Openness to learning about other culturesWhat faculty may expect from the students, with respect to Service Learning:- Participation in an evaluation process and reflection- Speak with their teacher if uncomfortable with developing on-site problemsWhat students may expect from Instructors and staff participating in the Butte CollegeService Learning & Volunteerism Program:- Placement with an agency relevant with the students major or life career choice- A clear understanding of what is expected of a student representing the Butte College ServiceLearning & Volunteerism Program in the community- Orientation at the beginning of their service and debriefing at the end of their service- Nomination of a recognition award for excellence in Service Learning at the end of eachsemesterWhat faculty and students may expect from an agency:- Clearly expressed agency mission/goals so students may understand their roles in achievingthose goals- An orientation with the faculty- Adequate training for assigned tasks and access to needed resources- Participation in community partner workshops if scheduled for increasing awareness in andcontributions to the field of Service Learning- Supervision of students- Appropriate feedback to students about their work performance- Feedback to faculty about student performance in a timely fashion for grading purposes, and if aproblem develops- A safe, accepting work environment for students- Reasonable hours within which students may perform their service