TOMPKINS CORTLAND COMMUNITY COLLEGE

Our Global Connections in Colombia

November 29 – December 1, 2010

Tompkins Cortland Community CollegeA College of

The State University of New York

Carl E. Haynes, Ph.D.President

Introduction/Overview

• Relationship to the State University of New York (SUNY)

• Tompkins Cortland Community College (TC3)– Demographic background of communities that we

serve– How we support student success

• TC3 Governing Board

The SUNY System Relationship with Community Colleges

• State System– Thirteen university colleges– Four university centers– Two health science centers– Five colleges of technology– Five specialized colleges– Five statutory colleges– Thirty community colleges

United States

New York State

The SUNY System Relationshipwith Community Colleges

• SUNY Board of Trustees– Governing responsibility for state operated

institutions– Coordinating responsibility for community

colleges

The SUNY System Relationship with Community Colleges

• SUNY’s Unique Relationship to Community Colleges– SUNY community colleges are comprehensive in

their mission– Funding for SUNY community colleges is partly

from local tax revenues– SUNY board has both coordinating and governing

responsibilities– New York State has two community college

systems

The SUNY System Relationship with Community Colleges

• The Community College Concept – A Comprehensive Community College– Career/Vocational Programs

(Associate in Applied Science A.A.S.)– Transfer/University Parallel Programs

(Associate in Arts A.A., Associate in Science A.S.)– Short Term/Non-Credit Training for Local Business

and Industry

The SUNY System Relationship with Community Colleges

• SUNY Community College Funding – Original Law Stipulated • 1/3 state support• 1/3 student tuition• 1/3 local sponsor (county government)

– Funding is Substantially Enrollment Driven• Operate in competitive environment• Student choice

The SUNY System Relationship with Community Colleges

• Program Approval– Programs developed in response to local/regional

needs– Faculty and staff develop proposal with broad-based

input from the community and other stakeholders• Endorsed by faculty• Recommended to board of trustees by president• Approved by local board

– Forwarded to SUNY for approval– SUNY forwards to the state education department for

registration

How We Determine Local Regional Needs

• President’s role in the community in serving on local economic and workforce development boards

• Active on other high profile boards and community organizations

• Career-related advisory committees• Faculty involvement• Role of Board of Trustees• Institutional research initiatives• Local regional state-wide labor force reports and

analysis of demographics and trends

The SUNY System Relationship with Community Colleges

• Key elements in program development– Career/Vocational • Demonstrated student interest• Support of potential employers

– Transfer Programs• Demonstrated student interest• Articulation with baccalaureate colleges and

universities

– Local Advisory Committees

The SUNY System Relationship with Community Colleges

• Articulation Process– Academic administrators from community college

and baccalaureate college review curricula– Respective department faculty involved in

reviewing courses for comparability– Course/Program modifications mutually agreed

upon– Articulation agreement developed and signed by

deans and presidents of both institutions– Approximately 50 percent of TC3’s transfer

students move on to SUNY institution

Tompkins Cortland Community CollegeVisionTo see strengths and unique potential in every

person. To inspire people to make the courageous choice to learn, grow, and serve.

MissionWe serve our community by meeting

educational needs, creating an environment for student success, and preparing our students and ourselves for citizenship in the global society.

Tompkins Cortland Community College

We Value:LearningExcellenceDiversityOpportunityInnovationRelationships

TC3’s Global Commitment• Global Connections – Developing partnerships since

1994 with colleges and universities around the world• Strong English as a Second Language (ESL) Program• Active involvement in national community college

international organizations– Community Colleges for International Development

(CCID) Board member– American Association of Community Colleges (AACC)

Global Commission Board member– Institute of International Education – Member– International Scholars Association – NAFSA member– S.P.A.C.E. (Northern European Centered Higher

Education Commission)

TC3’s Global Commitmentcontinued

• Growing number of study abroad opportunities for our students

• Strong support for faculty and staff engagement with Global Connections Program

• Partnership with Global Partners• Walt Disney World

TC3’s Global CommitmentcontinuedRed Mutis

• Universidad Autónoma de Bucaramanga – UNAB• Universidad Autónoma de Occidente – UAO• Universidad Tecnológica de Bolívar – UTB• Universidad de Ibagué• Universidad Autónoma de Manizales – UAM• Corporación Universitaria Minuto de Dios –

UNIMINUTO• Fundación Instituto Tecnológico de Monterrey – ITESM• Tompkins Cortland Community College

Tompkins Cortland Community CollegeMajor College Goal

Major College GoalStudent Success

Our students succeed when they achieve their individual positive academic outcomes through dynamic integration of relevant, effective instruction and curricula, student engagement and community connections. These outcomes include:• completion of a degree or certificate• successful transfer • new or enhanced employment • achievement of personal goals

Student Success• Instruction and curricula that are relevant, effective and aligned with positive

academic outcomes.• Student engagement evidenced by a high level of

involvement in and enthusiasm for opportunities both inside and outside the classroom.

• Community Connections that build and maintain partnerships to support learning, cultivate resources, respond to local community needs and prepare students for citizenship in the global community.

Student Success Assessment(Essential Aspect of Accreditation by State,

Regional, and National Agencies)Metrics include:• Direct indicators of student success, e.g. transfer,

employment• Intermediate indicators (indicators that can lead to

the ultimate outcome or increase the likelihood of it occurring), e.g. course and program learning outcomes, retention, maintenance of academic standards, developmental student success in college-level courses, increases in engagement and hope measures

• Initiative-specific measures, both formative and summative

Student Engagement• Decades of research recognize academic engagement as a key indicator of

learning, academic achievement and retention• “It is apparent that the more students are

involved in the social and intellectual life of a college, the more frequently they make contact with faculty and other students about learning issues, especially outside the class, the more students are likely to learn.” Vincent Tinto

Instruction and Curriculum

The creation of environments and experiences which produce student learning.

Instruction

• Online courses and degree programs• Web-based courses• Learning communities• Internships

CurriculumDegree Program Areas(24 A.S. and 19 A.A.S.)

• Business• Communications• Computer• Criminal Justice• Health Care• Human Services• Liberal Arts• Paralegal• Technology

CurriculumNew and Developing Curricula

• Biotechnology• Cinema• Entrepreneurship• Wine Marketing

Community Connections

• Faculty and staff involvement in broad range of community organizations• Internships• Service learning• Field trips – discipline-related experiences

(New York City, Washington DC, Hollywood)

Capacity Builders

Capacity Builders

• Resource development including funding, technology and physical infrastructure

• Development and maintenance of a Culture of learning based on an environment of mutual respect, collaboration, transparency, and trust

• Human Resources Development including professional and leadership development coupled with disciplined hiring and development practices

• Organizational alignment with our mission, vision, values and goal

Capacity BuildersResources

• Funding– State– Local– Tuition– Student financial aid (state and federal grants,

scholarships)– Private fund raising to support college

Capacity BuildersResources

• Community College Digital Technology Award – The college has received this award 4 times – being one of 12,000 community colleges in the country, we were one of only five to be rated A+ in how we use technology to support student learning and academic and non-academic support services.

Capacity BuildersResources

Capacity BuildersHuman Resources

• We strongly support professional and leadership development for all employees– Successful Teaching Conference– Chair Academy International Conference– Discipline-based regional and national conferences– SUNY Professional Councils– National Association of Educational Procurement

Conference– National Coalition Building Institute College

Conference

Philosophical Drivers

Philosophical Drivers

• Learning First in every decision, policy, program, and practice

• Strengths-based development for students and staff, individually and collectively

• Maintaining a Disciplined Organization in relation to our people, thoughts and actions

• Evidence-based Decision Making and a culture of assessment at all levels of the organization

Tompkins Cortland Community College

All that we are…All that we do…Strives to support…

STUDENT SUCCESS

QUESTIONS?

THANK YOU

Tompkins Cortland Community CollegeRaymond Schlather

Representing the Board of Trustees

TC3 Board of Trustees

• 4 members appointed by Governor (7-year term)• 5 members appointed by local county legislature

(7-year term)• 1 student member with full voting rights elected

by student body (1-year term)• No term limits

TC3 Board of Trustees

• Clarify or affirm the mission• Appoint, support, and assess the

performance of the chief executive• Approve strategic or long-range plans• Approve the institution’s education

program (including new academic programs)

TC3 Board of Trustees

• Ensure the well-being of faculty, students, and staff

• Advocate for adequate financing resources

• Ensure adequate and well-maintained facilities

• Represent and advocate the campus to the community

TC3 Board of Trustees

• Interpret the needs of society to the campus

• Ensure the institution’s performance is assessed

• Assess the board’s own performance• Obligation to guard against political or

other intrusion

THANK YOU