The document provides a progress report on Columbia Basin College's Veteran Services Strategic Plan from December 2014. It summarizes the progress made on the plan's objectives under each of the five core themes: Develop and Allocate Resources, Provide a Supportive Environment, Reduce Barriers for Veterans, Outreach and Community Engagement, and Assess and Utilize Data to Guide Practice. Several objectives have seen substantial progress and are ongoing, while others are in progress, complete, or not yet started. The report highlights some accomplishments over the past year in implementing the strategic plan and advancing student veteran success.
Extended Local Control Funding Formula presentation by Public Advocatesdistrict5united
Extended Local Control Funding Formula presentation by Public Advocates. In this PowerPoint, Public Advocates outlines the major changes the Local Control Funding Formula makes to school finance in California. They discuss funding and spending based on student needs, the benefits and concerns around local control, the state priorities’ broad definition of school success, Local Control and Accountability Plans and the importance of community involvement under LCFF. Afterwards, they develop talking points for the School Success Express.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
Extended Local Control Funding Formula presentation by Public Advocatesdistrict5united
Extended Local Control Funding Formula presentation by Public Advocates. In this PowerPoint, Public Advocates outlines the major changes the Local Control Funding Formula makes to school finance in California. They discuss funding and spending based on student needs, the benefits and concerns around local control, the state priorities’ broad definition of school success, Local Control and Accountability Plans and the importance of community involvement under LCFF. Afterwards, they develop talking points for the School Success Express.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
West Virginia GEAR UP is a federally funded program that helps students in ten counties prepare to succeed in education and training beyond high school. “GEAR UP” stands for “Gaining Early Awareness and Readiness for Undergraduate Programs,” and the program’s goal is to help more students pursue their dreams of earning a college diploma or skillset certificate.
West Virginia GEAR UP is managed by the West Virginia Higher Education Policy Commission (Commission), in collaboration with the West Virginia Community and Technical College System, the West Virginia Department of Education, the West Virginia Department of Education and the Arts and many other community partners.
The GEAR UP program operates on seven-year cycles. The Commission is administering its second consecutive GEAR UP grant, which began in 2014 and will conclude in 2021.
This presentation provides an introduction to the purpose and administration of the 2014-2021 project and is intended for project personnel working in districts and schools served by the West Virginia GEAR UP program.
Co-authors/presenters: Melissa Gattuso, Dr. Adam S. Green, Jason Luyster, Elizabeth Manuel, Heather McChesney and Scott McDonie.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
The Performance Incentive Fund was allocated $7.5 million for FY2013—$5 million for the community colleges and $2.5 million for the state universities and UMass. The Legislature expanded the purpose of the Performance Incentive Fund for FY2013 to include not only the advancement of the Vision Project key outcomes but also development of operational efficiencies such as consolidation of administrative functions and procurements.
FOR MORE INFORMATION, GO TO WWW.MASS.EDU/VISIONPROJECT
Campus Compact has conducted an annual membership survey since 1987 with the goal to help the organization and its member campuses track the extent of civic engagement activity in order to implement ongoing improvements. Campus Compact members should be proud of their role in educating students for responsible citizenship, strengthening communities, and fulfilling the public purpose of higher education. This year's results tell a story of continued growth in support structures for campus engagement, leading to notable levels of engagement with students, faculty, and community partners.
West Virginia GEAR UP is a federally funded program that helps students in ten counties prepare to succeed in education and training beyond high school. “GEAR UP” stands for “Gaining Early Awareness and Readiness for Undergraduate Programs,” and the program’s goal is to help more students pursue their dreams of earning a college diploma or skillset certificate.
West Virginia GEAR UP is managed by the West Virginia Higher Education Policy Commission (Commission), in collaboration with the West Virginia Community and Technical College System, the West Virginia Department of Education, the West Virginia Department of Education and the Arts and many other community partners.
The GEAR UP program operates on seven-year cycles. The Commission is administering its second consecutive GEAR UP grant, which began in 2014 and will conclude in 2021.
This presentation provides an introduction to the purpose and administration of the 2014-2021 project and is intended for project personnel working in districts and schools served by the West Virginia GEAR UP program.
Co-authors/presenters: Melissa Gattuso, Dr. Adam S. Green, Jason Luyster, Elizabeth Manuel, Heather McChesney and Scott McDonie.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Moving Toward Sustainability: Kansas City Teacher ResidencyJeremy Knight
Kansas City Teacher Residency (KCTR) is a teacher residency program that recruits, certifies, and develops teachers in the Kansas city region. Launched in 2016, by Ewing Marion Kauffman Foundation, KCTR has established a high-quality and diverse teacher preparatory program for Kansas City. In late 2018, Bellwether partnered with KCTR and Kauffman Foundation to redesign KCTR's program model to bring it in line with peer benchmarks and ensure long-term impact and sustainability. Over six months, Bellwether, in collaboration with KCTR's senior leadership team, Board, and key advisers, developed and began to implement a plan to put KCTR on a path to organizational and financial sustainability (initial changes significantly reduced the ongoing fundraising need). Key priorities identified in the plan included strengthening partnerships (with schools and university), optimizing KCTR expenditures, exploring new earned-revenue opportunities, and gradually growing the number of residents to full-scale. With the new plan, KCTR is prepared to continue the growth of impact while doing so in a sustainable manner, to ultimately fuel Kansas City with passionate, effective, and diverse educators.
The Performance Incentive Fund was allocated $7.5 million for FY2013—$5 million for the community colleges and $2.5 million for the state universities and UMass. The Legislature expanded the purpose of the Performance Incentive Fund for FY2013 to include not only the advancement of the Vision Project key outcomes but also development of operational efficiencies such as consolidation of administrative functions and procurements.
FOR MORE INFORMATION, GO TO WWW.MASS.EDU/VISIONPROJECT
Campus Compact has conducted an annual membership survey since 1987 with the goal to help the organization and its member campuses track the extent of civic engagement activity in order to implement ongoing improvements. Campus Compact members should be proud of their role in educating students for responsible citizenship, strengthening communities, and fulfilling the public purpose of higher education. This year's results tell a story of continued growth in support structures for campus engagement, leading to notable levels of engagement with students, faculty, and community partners.
The Office of the Vice Provost for Student Affairs ais pleased to present our strategic plan for 2020-2025. This plan guides our efforts and ensures we focus on the most critical areas for current and future students. Our plan supports Texas Tech University’s Strategic Plan, A Foundation for the Next Century | A Pathway to 2025, by ensuring Student Affairs is actively advancing our core values and are accountable for a student-centered Red Raider experience.
This report to the legislature explains the initiatives underway across the 29 public colleges and universities in Massachusetts, focused on the "Big Three" plan to produce more college graduates.
For more information, visit www.mass.edu/visionproject
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
1 OHIO DOMINICAN UNIVERSITY Strategic Plan 2012-2.docxhoney725342
1
OHIO DOMINICAN UNIVERSITY
Strategic Plan 2012-2017
ROADMAP TO THE FUTURE
August 30, 2012
MISSION OF OHIO DOMINICAN UNIVERSITY:
As a Catholic liberal arts university in the Dominican tradition, Ohio Dominican University is guided in its
educational mission by the Dominican motto: to contemplate truth and to share with others the fruits of this
contemplation. Ohio Dominican educates all individuals committed to intellectual, spiritual and professional growth to
become lifelong learners committed to serving others in a global society, as ethical and effective leaders grounded in the
pursuit of truth, justice and peace.
VISION FOR OHIO DOMINICAN UNIVERSITY:
Ohio Dominican University has a strong regional reputation as a ‘first choice” institution. We are known for the high
quality of our faculty, staff and students. We embrace our Catholic and Dominican identity as well as our teaching
and learning excellence.
Our academic profile has greatly improved, and we are deeply committed to academic quality. Our curriculum is
robust, academically challenging, relevant and responsive to the changing and complex world we live in.
Our students are engaged and empowered. They graduate with a clear moral compass and a desire to contribute
meaningfully to society. They are well prepared for their chosen professions and motivated to make a significant
difference in their lives and others.
Our campus is beautiful and vibrant. Visitors are impressed by the sense of school spirit and a welcoming attitude.
Students participate in a robust variety of academic, artistic and athletic events displaying a distinctive ODU spirit.
We have achieved sustainable financial health, enabling us to reinvest our resources toward our most important
priorities. We have made the tough decisions necessary to diversify our funding streams, grow our endowment, and
achieve sustainable enrollment growth.
Technology is appropriately and sensibly infused throughout our campus, in our classes and operations. It enhances
teaching, learning and research.
2
ODU is strong academically and financially with the clear prospect for an ever brighter future within our grasp.
THE PLANNING PROCESS:
The Roadmap to the Future results from efforts of a 35-member task force comprised of
administrators, faculty and staff from across the University. Between September 2011 and April
2012, the task force met as a whole for six full days and spent many more hours gathering data and
working in smaller groups. Over 1,000 key stakeholders (alumni, faculty, staff, students, trustees,
Congregational members and community leaders) provided input about the challenges and
opportunities facing the University. Over the winter, members of the Planning Task Force worked
in committees to prepare a set of concept papers that contextualized the themes, explored the
challenges facing the University, and suggested ...
1. Veteran Services Strategic Plan- Progress Report-December 2014
1
VETERAN SERVICES STRATEGIC PLAN PROGRESS REPORT
Veterans Education and Transition Services (VETS) continues to serve student veterans, service
members, and their families. The needs of our students vary. As proposed over a year ago, the
VETS Strategic Plan was availed to guide the college’s commitment to our Nation’s veterans.
Based upon best practices and emerging literature, five core themes were introduced to guide
the college’s aims to improve student veteran success: Develop and Allocate Resources, Provide
a Supportive Environment, Reduce Barriers for Veterans, Outreach and Community
Engagement, Assess and Utilize Data to Guide Practice. Each core theme had corresponding
objectives and possible indicators of objective achievement. To date, the college has
simultaneously pursued each theme in support of student veteran success. Each of the
objectives has been coded to indicate progress made (see attached). The following is a table
summary of the type of progress and number of objectives:
Number of Objectives Symbols Status
3 Substantial progress and Ongoing
2 Complete
10 In Progress
2 Not Started
2 Eliminated
A few highlights should be noted of the past year. Our partnership with Nick Erickson of
WorkSource Columbia Basin led to the pilot of WKPS 000—Veterans Employment Seminar.
This pilot has established a best practice for our state. The VITAL grant partnership continues to
provide quality mental health counseling. Our VITAL psychologist, Dr. Steven Malone, has the
second highest encounter hours of all VITAL sites across the country. CBC still remains the only
community and technical college in our region with a VITAL grant partnership. Lorena
Schubert, VA certifying official, led the college through a successful audit of VA education
benefits. Veterans can be assured that they are receiving their benefits in line with national
guidelines. Lastly, this November the VETS office and Institutional Research’s Dr. Joe
Montgomery partnered with Dr. Peter Schmidt of the Veterans Training Support Center to
launch the Veterans Transition and Wellbeing Survey. The survey was shared with CBC student
veterans in November and is expected to be launched by three more colleges this winter.
Advancing student veteran success requires our college to adjust and think anew. President
Cummins has challenged us to increase student veteran retention and completion which we will
do. Addressing math completion is among our most recent efforts as 98.6% of student veterans
score below college level in math. This is nearly 18% higher than the overall student
population. Addressing academic integration is another area that may yield improved retention
and completions. Joining the veterans national honors society (SALUTE), and creating a formal
mentorship program are among the strategies in consideration.
2. Veteran Services Strategic Plan- Progress Report-December 2014
2
VETERAN SERVICES STRATEGIC PLAN 2013/2014
Assumptions
The following have guided the development of this strategic plan:
There is a sincere desire to improve student veteran success
There is not a one-size-fits-all approach to student veteran success
Veterans’ participation in higher education will continue to increase
Student veterans are an at risk population
Veterans exist in a complex system
Student veteran success at CBC is, in part, tied to the availability and use of
institutional and community resources
Mission
The Veteran Services Office supports student veterans and service members in achieving
individual academic goals; promotes academic and social integration; and maximizes
college, community, and national resources in support of student veteran success.
Vision
Columbia Basin College is recognized by student veterans, the Tri-Cities community, the
State, and its regional partners for best practices and commitment to veterans’ success.
Core Themes
Develop and Allocate Resources—secure resources for identified best practices,
current, and anticipated veterans’ needs.
Provide a Supportive Environment—Ensures responsive and efficient practices,
and develops and administers specific programs in support of student
veteran needs.
3. Veteran Services Strategic Plan- Progress Report-December 2014
3
Reduce Barriers for Veterans—develop policies and practices that minimize
barriers to student veteran success.
Outreach and Community Engagement—develop partnerships with community
organizations.
Assess and Utilize Data to Guide Practice—through qualitative and quantitative
methods, regularly assess the student veteran population, identify trends, clarify
and anticipate needs, and use data when considering changes to institutional
policy.
Objectives and Indicators
Develop and Allocate Resources—secure resources for identified best practices, current,
and anticipated veterans’ needs. In practice, this theme includes leveraging institutional
funding, space, personnel, technologies, new grant opportunities, and fundraising in
support of student veteran success
Objectives:
A. Fundraising activities—donations will yield financial support for
veteran scholarships and other emerging needs
Indicators:
Increases in donations to CBC Foundation for veterans related
accounts
Number of new scholarships formed for veterans
Number of scholarships awarded to veterans
B. New grant opportunities—awarding of new grants tied to veteran
success
Indicators:
Addition of resources in support of student veterans
Increases in funding opportunities to student veterans
C. Veterans Services Center—institution commits full-time staff and
appropriates space to accommodate Veterans Services staff and
functions
Indicators:
Dedicated office space for director, certifying official, VITAL
psychologist, VA work study students, VetCorps member
Institution designates full-time director and certifying official
D. VITAL Grant—support and continue VITAL grant partnership
Indicators:
Renewal of VITAL grant partnership with CBC and WSU-TC
for 3rd
and 4th
years
Demonstrated increase in student participation beyond baseline
year 2012
E. Yellow Ribbon Program—participate in Yellow Ribbon match
funding for BAS out of state veteran students
Indicators:
4. Veteran Services Strategic Plan- Progress Report-December 2014
4
College commitment to Yellow Ribbon match with VA
BAS students participating in Yellow Ribbon program
Supports 8 Keys: (1) Create a culture of trust and connectedness across the
campus community to promote well-being and success for veterans. (2) Ensure
consistent and sustained support from campus leadership. (4) Coordinate and
centralize campus efforts for all veterans, together with the creation of a
designated space (even if limited in size). (8) Develop systems that ensure
sustainability of effective practices for veterans.
Provide a Supportive Environment—Ensures responsive and efficient practices, and
develops and administers specific programs in support of student veteran needs. In
practice, this theme addresses the central role of Veteran Services, which is to create
and sustain quality student support services, and enhance academic and social
integration opportunities for student veterans
Objectives:
A. Faculty and Staff—provide multiple opportunities for faculty and
staff to learn about and support the student veteran population
Indicators:
Number and types of veterans related workshops
Attendance of staff and faculty at workshops
Veteran student climate survey results (in development)
Number and types of communications to faculty and staff (as
evidenced by campus/department emails, newsletters)
In-service presentations
Development of an opt-in early intervention & student veteran
monitoring program
B. Decision Making Tools—empower student veterans with user
friendly tools to guide use of education benefits
Indicators:
Creation of VA chapter benefits charts and decision trees
Creation of benefits calculators based upon VA prescribed
formulas
C. VA Certification—provide timely and accurate certification of VA
sponsored benefits
Indicators:
Satisfaction survey results
Accuracy of certifications
D. Early and Proactive Advising—encourage the development of
academic plans as a means of clarifying goal achievement and to
reduce delays in VA benefits payments
Indicators:
Student veterans participating in early degree planning and
course registration
Fewer schedule changes
5. Veteran Services Strategic Plan- Progress Report-December 2014
5
Decreases in changes to VA Once
E. Social Integration—provide multiple opportunities for veterans to
connect with students and other veterans
Indicators:
Veteran student climate survey results (in development)
Veterans participating in clubs
Veterans attending college sponsored activities and events
Quarterly veterans needs assessment data
Veterans participating in college sponsored community service
projects
Student veteran mentorship program participation
F. Academic Integration—provide multiple and ongoing
opportunities for one to maximize and utilize academic support
resources toward espoused goal achievement
Indicators:
Veteran students participating in formal faculty/staff
mentorships
Veteran persistence and transfer rates
Participation in veteran-to-veteran tutoring sessions
Veterans utilizing faculty and staff advising
G. Vocational/Career Exploration—provide opportunities for student
veterans to explore career interests and related educational pathways
Indicators:
Career inventory sessions
Career and academic advising sessions
Supports 8 Keys: (6) Utilize a uniform set of data tools to collect and track
information on veterans, including demographics, retention and degree
completion. (7) Provide comprehensive professional development for faculty and
staff on issues and challenges unique to veterans. (8) Develop systems that ensure
sustainability of effective practices for veterans.
Reduce Barriers for Veterans—develop policies and practices that minimize barriers to
student veteran success. In practice, this theme includes ongoing consideration of
practices, policies, and other system related components that could be adjusted, and/or
augmented to maximize student veteran success
Objectives:
A. CBC Institutional Policies—influence the review and development
of institutional policies with consideration given to the unique needs
and experiences of CBC’s veteran population
Indicators:
Successful implementation of a veterans early registration
policy at CBC (in response to HB 1109)
Development and implementation of a new CBC prior learning
of assessment/experience (PLA/PLE) policy which awards
credit to a veteran for time in service and maximizes military
6. Veteran Services Strategic Plan- Progress Report-December 2014
6
smart transcript credits (see SIU policy)
CBC policy requiring military transcripts for evaluation
B. Employment—provide opportunities for student veterans to clarify
and achieve career and employment goals
Indicators:
Implementation of Veterans Employment Seminar (WKSP
000)
Veteran participation in WKSP 000
Sponsorship of employment fairs
Job placement rates
Supports 8 Keys: (5) Collaborate with local communities and organizations,
including government agencies, to align and coordinate various services for
veterans. (8) Develop systems that ensure sustainability of effective practices
for veterans.
Outreach and Community Engagement—develop partnerships with community
organizations. In practice, CBC representatives actively participate in community events
and promote education resources for veterans
Objectives:
A. Outreach to Units—provide local branch units information about
the use of VA and branch specific educational benefits
Indicators:
Workshops offered during weekend drills
MOU with unit commanders to provide resource information
B. Veterans Organizations—collaborate with local service
organizations in support of student veteran success
Indicators:
CBC collaborations with public service organizations such as
Columbia Basin Veterans Coalition, WDVA, and WorkSource
C. Partner with VA in Washington State—provide additional
partnerships with VA in support of student veterans
Indicators:
CBC renews MOU with Spokane VA listing CBC dental
hygiene clinic as a provider
Supports 8 Keys: (1) Create a culture of trust and connectedness across the
campus community to promote well-being and success for veterans. (5)
Collaborate with local communities and organizations, including government
agencies, to align and coordinate various services for veterans.
Assess and Utilize Data to Guide Practice—through qualitative and quantitative
methods, regularly assess the student veteran population, identify trends, clarify and
anticipate needs, and use data when considering changes to institutional policy. This
theme is critical as there is little data that specifically addresses common assumptions
about student veterans and their needs. In practice, this theme allows CBC to uncover,
7. Veteran Services Strategic Plan- Progress Report-December 2014
7
problematize, and be responsive to challenges and needs specific CBC student veterans
Objectives:
A. Assess Needs—identify assessment strategies that uncover and
clarify student veteran needs at CBC
Indicators:
Development and administration of needs assessment
Utilization of assessment findings
B. Employ Qualitative and Quantitative Methods—utilize multiple
research orientations to depict CBC veterans
Indicators:
Discussion of research findings
C. Utilize Institutional Data—use institutional data to track
information on veterans, examine retention, transfer and degree
completion
Indicators:
Quarterly enrollment reports
Supports 8 Keys: (6) Utilize a uniform set of data tools to collect and track
information on veterans, including demographics, retention and degree
completion.