Lewis and Clark Community College Strategic Plan 2013-2017

Five-Year Strategic Plan
FY 2013-2017
April 27, 2012

Contents
2
Executive Summary ............................................................. 3-7
Main Report
 Introduction / Background ............................................................. 8-14
 Mission, Purposes, Vision, Values ............................................................. 15-19
 Environmental Scan ............................................................. 20-23
 Goals and Strategies ............................................................. 24-25
 Strategic Projects ............................................................. 26-28
 Implementation Plan ............................................................. 29-30
 Next Steps ............................................................. 31-33
APPENDIX
A: Mission and Values Commentary ............................................................. 34-40
L&C Five-Year Strategic Plan: FY 2013-2017

3
EXECUTIVE SUMMARY

Executive Summary
4
Introduction
Lewis & Clark Community College is an achievement driven institution, thoroughly dedicated to student success and
the continuing quality-of-life and prosperity of the communities it serves. A high level of achievement is encouraged
and facilitated by supportive leadership and employees who are routinely innovative and entrepreneurial. This
document is a testimony to L&C’s commitment to transparent, candid, and open self-examination. As an
institution, L&C has over the years shown remarkable agility and adaptability in response to new and emerging
challenges and opportunities. We are confident that it will continue to do so as it strives for even higher levels of
quality and performance over the five-years of this plan (FY 2013-2017) and into the future.
This strategic plan defines L&C’s strategic priorities for the next five years. It is important to recognize that while this
plan directs attention and resources to four areas of strategic focus, it is not meant to understate continuing
operations involving mission critical functions, including infrastructure development and maintenance. This plan is a
complementary extension of ongoing operations that puts special emphasis on strategically important issues. The
plan addresses challenges and opportunities that reflect existing and emerging forces for change and L&C’s ongoing
aspirations to continuous improvement and higher levels of performance and achievement.
This plan was developed concurrently with the Self-Study for Reaccreditation project and is closely aligned with the
criteria established by L&C’s accrediting agency, the Higher Learning Commission (HLC) of the North Central
Association of Colleges and Schools (NCACS). This close alignment of the two projects has had a synergy effect that
greatly improved the quality of both projects, the strategic plan and the self-study.
Acknowledgements
This plan could not have been completed without the selfless contribution of many individuals, including board
members (both L&C Trustees and the Foundation Board), administration, faculty, staff, and students. A special thanks
goes to the twenty-member steering committee that endured four 4-hour workshops and much additional behind-the-
scenes work to apply their broad expertise, discerning insights, and innovative thinking to the planning effort. We
would also like to acknowledge the L&C Board of Trustees. Without their continuing encouragement and support this
project would not have been possible.

Executive Summary, continued.
5
Background
The planning process was guided by three fundamental principles to ensure close alignment with L&C’s mission, vision and values; to
ensure that participation is inclusive; and that recommendations are actionable given the College’s existing and anticipated future
resources and capabilities. The process brought together many elements with singular continuity stretching from initial findings to
tentative conclusions to recommended goals and strategies. The project timeline spanned nine months and consisted of eight major steps
that, along the way, engaged board members, students, faculty, and staff, and invited public comment. The planning was facilitated by
Tom Wunderle, Institutional Planning and Effectiveness, and Dr. George Banziger, consultant. They were assisted by a 20-member steering
committee consisting of the president, the executive cabinet and senior administrators and faculty. In the data collection phase, the team
conducted / administered 47 interviews, 4 workshops, 638 surveys, 6 focus groups, and 4 presentations / briefings (SGA, In-Service, Board
of Trustees, Foundation Board, and Managers). The team also contributed an article to the student newspaper (The Bridge), reviewed a
number of strategic documents, and posted the plan on the website for public view and comment.
Reaffirming the Mission, Purposes, Vision, and Values
At the December 7 steering committee workshop, all agreed that the current Mission statement was still relevant, accurate, and
sufficiently inspirational, and therefore should not be changed. It was also agreed that some form of “commentary” on the mission and
values would help others better understand the meaning and implications of those expressions of institutional purpose and values (see
Appendix A: Mission and Values Commentary)
Mission
Empower people by raising aspirations and fostering achievement through dynamic, compassionate, and responsible learning experiences
It was, however, recommended that the Purposes be revised to replace “bulleted statements” with complete sentences, to include more
direct references to adult and developmental education, and otherwise to improve the readability of the document.
Revised Purposes
1.Prepare students for transfer to four-year colleges and universities
2. Prepare students for entry into the workforce, career advancement or career change through technical certificate and associate degree programs
3. Provide adult basic education, general education development (GED), developmental, and other instruction that prepares students for college level course work
4. Provide programs and experiences that foster individual development through job skills and lifelong learning skills to meet the demands of a global, technology-
driven, and knowledge-based economy
5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-equipped and maintained instructional facilities
6. Support education and research activities and the economic development of the district and the State of Illinois through partnerships and community service
programs
7. Contribute to the advancement and well-being of the citizens of the district through cultural, civic, and professional activities

6
Reaffirming the Mission, Purposes, Values, continued.
It was also agreed on December 7 to make minor changes to the Vision, including the replacement of the phrase “we aspire” to a more
bold and confidant “we are” in the introduction to the vision
Revised Vision
We are the preeminent provider of relevant, high quality learning experiences to the communities we serve.
The College combines the best of the traditional and the modern to provide an environment that is accessible and highly conducive to learning, social interaction,
personal enrichment, physical development, and job skills enhancement. Programs and support services are carefully designed to serve the current and evolving needs
of our students. Faculty and staff exemplify the highest standards of service and performance and take pride in the achievement of our students and the College as a
whole. Our actions reflect Lewis and Clark’s core values of service, respect, responsibility, compassion and integrity. We hold ourselves accountable for our performance
as educators and as stewards of the resources entrusted to us. The true measure of our performance is the personal and academic success of our students, the overall
well-being and cultural enrichment of the communities we serve, and the economic vitality of the region.
Based on survey data and feedback from focus groups, the steering committee recommended a revision of the Core Values to remove
“fairness” and “truth,” and add “service” and “integrity.” As with the mission themes, commentary was written for each of the values to
help others understand their meaning and implications (see Appendix A: Mission and Values Commentary).
Revised Core Values
Service, Respect, Responsibility, Compassion, and Integrity
On February 14, 2012, the Board of Trustees formally approved the revisions to the Purposes, Vision, and Values.
Environmental Scan
The environmental scan identified change drivers, mandates, strengths, opportunities and challenges. The planning team identified 21
change drivers and mandates that demand our attention because of their potential impact on students, college operations, and
institutional priorities in general. Examples include: the economy, jobs and unemployment, globalization, changing demographics, rapid
changes in technology, and climate change. In addition, a number of strengths were identified, including L&C’s beautiful campuses, the
Board of Trustees and the L&C Foundation, value and affordability, culture of informed decision-making, leadership, and public
engagement and contributions to the local economy. A number of challenges were identified, many stemming from a review of the
change drivers and mandates. These include: the economy’s impact on the budget, students, and jobs; the anticipation of large numbers
of returning military who will need to be served, increasing demand for accountability, and increasing poverty and the growing economic
divide. Looking internally, the team identified opportunities to improve the quality of services, management practices, communications,
institutional research, and continuous improvement among other challenges.

7
Goals and Strategies
Based on findings from analysis up to this point, the steering committee developed four strategic goals.
Strategic Goals
1. Student Academic Success: Improve student success as measured by key success indicators
2. Institutional Quality and Effectiveness: Improve the quality and effectiveness of everything we do
3. Career and Job Readiness: Improve the curriculum and support services to better equip students to obtain jobs and advance their careers
4. Public Engagement and Service Leadership: Increase the level of public engagement to drive quality-of-life, civic, and other improvements
Strategic Projects
The goals are supported by 32 strategies that were eventually “folded” into 15 strategic projects. The following lists the projects and the
strategic goals they support:
1. Student Success Initiative (Goals 1 and 3)
2. Student Financial Assistance (Goals 1 and 3)
3. Continuous Quality Improvement (Goals 1-4)
4. Institutional Quality and Effectiveness (Goals 1-4)
5. Knowledge and Information Management (Goals 1-4)
6. Student Career and Job Readiness (Goal 3)
7. Strengthen Management Practices (Goal 2)
8. Advance Institutional Research (Goal 2)
9. Internal Communications (Goal 2)
10.Staffing and Workload Management (Goal 2)
11.Modeling Sustainable Practices (Goal 4)
12.Expand NGRREC’s Research Capabilities (Goal 4)
13.Extend Healthcare Education and Services (Goal 4)
14.Community On-Campus Engagement (Goal 4)
15.Employee and Student Public Service Activities (Goal 4)
Implementation Plan and Next Steps
A preliminary implementation plan, including project benefits and metrics, assignment of team leads, funding strategy, key tasks, and a
high level timeline was developed. L&C is now turning a corner with the strategic plan and must effect a smooth and organized transition
to implementation of projects and regular progress reporting under the oversight of the Executive Cabinet.

8
MAIN REPORT
Introduction and Background

9
Introduction and Acknowledgements
Introduction
Lewis & Clark Community College is an achievement driven institution, thoroughly dedicated to student success and
the continuing quality-of-life and prosperity of the communities it serves. A high level of achievement is encouraged
and facilitated by supportive leadership and employees who are routinely innovative and entrepreneurial. This
document is a testimony to L&C’s commitment to transparent, candid, and open self-examination. As an institution,
L&C has over the years shown remarkable agility and adaptability in response to new and emerging challenges and
opportunities. We are confident that it will continue to do so as it strives for even higher levels of quality and
performance over the five-years of this plan (FY 2013-2017) and into the future.
This strategic plan defines L&C’s strategic priorities for the next five years. It is important to recognize that while this
plan directs attention and resources to four areas of strategic focus, it is not meant to understate continuing
operations involving mission critical functions, including infrastructure development and maintenance. This plan is a
complementary extension of ongoing operations that puts special emphasis on strategically important issues. The
plan addresses challenges and opportunities that reflect existing and emerging forces for change and L&C’s ongoing
aspirations to continuous improvement and higher levels of performance and achievement.
This plan was developed concurrently with the Self-Study for Reaccreditation project and is closely aligned with the
criteria established by L&C’s accrediting agency, the Higher Learning Commission (HLC) of the North Central
Association of Colleges and Schools (NCACS). This close alignment of the two projects has had a synergy effect that
greatly improved the quality of both projects, the strategic plan and the self-study.
Acknowledgements
This plan could not have been completed without the selfless contribution of many individuals, including board
members (both L&C Trustees and the Foundation Board), administration, faculty, staff, and students. A special thanks
goes to the twenty-member steering committee that endured four 4-hour workshops and much additional behind-the-
scenes work to apply their broad expertise, discerning insights, and innovative thinking to the planning effort. We
would also like to acknowledge the L&C Board of Trustees. Without their continuing encouragement and support this
project would not have been possible.

Background: The planning process was guided by three fundamental principles to ensure
close alignment with the organization’s mission, vision, and values; that participation is
inclusive; and that recommendations are actionable.
Planning Principles
The planning process engaged at some
level those stakeholders who can have a
major impact on recommendations or
will be impacted by these
recommendations
Mission
Values
Strategic Alignment Inclusiveness
Actionable Recommendations
Recommendations from this strategy
are consistent and closely aligned
with the organization’s mission,
vision, and values
Recommendations are “doable” in the sense that
existing or available capabilities and resources are
sufficient to execute these recommendations
L&C Five-Year Strategic Plan: FY 2013-2017 10

11
Data Collection /
Environmental Scan
• Interviews
• Surveys
• Focus Groups
• Document Review
Reaffirm...
• Mission
• Purposes
• Vision
• Values
Strengths
Challenges
Opportunities
Change Drivers
Mandates
Steering
Committee
Workshops
GOALS
STRATEGIES
METRICS
PROJECTS Project Teams: Implement
Cabinet: Oversee
The Planning Process: The planning process was comprehensive and inclusive, bringing
together many elements with singular continuity stretching from initial findings to tentative
conclusions to recommended goals and strategies.

Background: The project timeline spanned nine months with eight major steps that along
the way engaged board members, students, faculty, staff, and the public in general.
SEP OCT NOV DEC JAN FEB MAR APR MAY
1. Project Initialization
2. Environmental Scan / SWOT
3. Mission, purposes , & vision
4. Gap Analysis
5. Strategies & Goals
6. Projects & Implementation
7. Final Report
8. Publish & Celebrate
Transition to Updated
Project Implementation Plan
12
Objectives
1. Define institutional priorities for the next five years
2. Do so in an open, honest, and transparent fashion
3. Incorporate measures to ensure that projects are effectively implemented and
follow-on progress reports are conducted on a regular basis
Timeline

13
President & Steering Committee (SC)
Tom Wunderle
Dr. George Banziger
Planning Participants
Background: Planning was facilitated by Tom Wunderle (Institutional Planning and
Effectiveness) and Dr. George Banziger (consultant) and greatly assisted by a steering
committee consisting of the President and 19 representatives from across the College.
Facilitators
1. Dr. Dale Chapman, President
2. Lori Artis, VP Media & Foundation Relations
3. Gary Ayres, VP Administration
4. Cathy Carruthers, Professor / Coordinator Office Technology
5. Dr. Linda Chapman, VP Academic Affairs
6. Nancy Kaiser, Associate VP Accounting
7. Kent Scheffel, VP Enrollment Services
8. Mary Schulte, Associate VP Finance & Treasurer
9. George Terry, VP Student Life
10. Mark Tuck, Chief Information Officer
11. Dr. Sue Czerwinski, Dean Math, Science & Technology
12. Jill Lane, Dean Liberal Arts & Business
13. Donna Meyer, Dean Health Sciences
14. Tom Monroe, Dean Workforce, Corporate & Community Learning
15. Dennis Krieb, Director Institutional Research / Academic Information Services
16. Val Harris, Director Adult Education
17. Nick Moehn, Director Academic Operations & Planning
18. Jeff Watson, Associate VP Institutional Computing / Networking & Systems
19. Bill Kruidenier, Associate Director NGRREC
20. Karl Zilm, Professor Mathematics

Background: During the planning process, the project team conducted a thorough
assessment of the “current state.” Data collection engaged a large number of stakeholders
through multiple methods and channels.
14
Web Posting of
the Strategy for
Public View /
CommentReview / Analysis of
Documentation
47 Interviews
L&C Board
L&C Foundation Board
Executive Cabinet
Associate VP’s
Deans
Students
638 Surveys
Faculty (92)
Staff (139)
Students (407)
4 (4-hour) Steering
Committee Workshops
December 7
January 18
March 13
April 17
6 Focus Groups
Students (1)
Faculty (3)
Staff (2)
Article in the student
newspaper (The Bridge)
Presentations
SGA
In-Service
Board of Trustees
Foundation Board
Managers

15
MAIN REPORT
Mission, Purposes, Vision, Values

Mission: At the December 7 steering committee (SC) workshop, all agreed that the current
Mission statement was still relevant, accurate, and sufficiently inspirational, and therefore
should not be changed. It was also agreed that some form of “commentary” on the mission
and values would help others better understand the meaning and implications of those
expressions of institutional purpose and values.
16
Empower people by raising aspirations and fostering achievement through
dynamic, compassionate, and responsible learning experiences.
L&C Mission
Note: See Appendix A for Mission and Vision Commentary

Purposes: It was, however, recommended that the Purposes be revised to replace
“bulleted statements” with complete sentences, to include more direct references to adult
and developmental education, and otherwise to improve the readability of the document.
17
1. Transfer programs to 4-year colleges and universities
2. Preparation for entry into the workforce and career advancement or change through certificate and associate degree programs
3. Preparation for entry level and general education college courses
4. Provide programs / experiences that foster individual development and build communications, technology and other lifelong learning
skills
5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-equipped and
maintained facilities
6. Support education, economic development, and research through partnerships and community service programs
7. Promote the advancement and well-being of district citizens through cultural, civic, and professional activities
Purposes: Current Version
Purposes: Proposed Revised Version*
1. Prepare students for transfer to four-year colleges and universities
2. Prepare students for entry into the workforce, career advancement or career change through technical certificate and associate degree
programs
3. Provide adult basic education, general education development (GED), developmental, and other instruction that prepares students for
college level course work
4. Provide programs and experiences that foster individual development through job skills and lifelong learning skills to meet the demands
of a global, technology-driven, and knowledge-based economy
5. Provide a learning environment that is supported by teaching excellence, high quality student services, and well-equipped and
maintained instructional facilities
6. Support education and research activities and the economic development of the district and the State of Illinois through partnerships and
community service programs
7. Contribute to the advancement and well-being of the citizens of the district through cultural, civic, and professional activities
*This revision was formally approved by the Board of Trustees at the February 14, 2012 board meeting.

Vision: It was also agreed on December 7 to make minor changes to the Vision,*
including the replacement of the phrase “we aspire” to a more bold and confidant “we
are” in the introduction to the vision.
18
We are the preeminent provider of relevant, high quality learning experiences to the
communities we serve.
The College combines the best of the traditional and the modern to provide an
environment that is accessible and highly conducive to learning, social interaction,
personal enrichment, physical development, and job skills enhancement. Programs and
support services are carefully designed to serve the current and evolving needs of our
students. Faculty and staff exemplify the highest standards of service and performance
and take pride in the achievement of our students and the College as a whole. Our actions
reflect Lewis and Clark’s core values of service, respect, responsibility, compassion and
integrity. We hold ourselves accountable for our performance as educators and as
stewards of the resources entrusted to us. The true measure of our performance is the
personal and academic success of our students, the overall well-being and cultural
enrichment of the communities we serve, and the economic vitality of the region.
L&C Vision

Core Values: Based on survey data and feedback from focus groups, the steering
committee recommended a revision of the Core Values to remove “fairness” and “truth,”
and add “service” and “integrity.”
19
Comparative Survey RankingsPrevious Values Proposed Revised Values*
• Service
• Respect
• Responsibility
• Compassion
• Integrity
• Responsibility
• Truth
• Compassion
• Fairness
• Respect
Note: See Appendix A for Mission and Vision Commentary

20
MAIN REPORT
Environmental Scan

21
Environmental Scan – Change Drivers and Mandates: The planning team identified
21 change drivers* and mandates* that demand our attention because of their potential
impact on students, college operations, and institutional priorities in general.
1. The Economy
2. SURS Changes and Other Human Resources Actions
3. Jobs and Unemployment
4. Returning Military
5. Globalization
6. Changing Demographics
7. Performance-Based Funding
8. Institutional and Program Level Accreditation Standards
9. Growing Number of Unfunded Mandates**
10. Rapid Changes in Technology
11. Knowledge and Information Explosion
12. Increasing Demand for Accountability
13. Geo-Political Events and the Threat of Terrorism
14. Scientific Breakthroughs
15. Climate Change
16. The Green Economy
17. Increasing Poverty and the Growing Economic Divide
18. Increasing Competition from other Institutions
19. Healthcare Reform
20. Regional Drug Abuse Epidemic
21. Growing Scarcity of Natural Resources
*Change Driver: An existing or emerging force or
phenomenon with potential
social, economic, political, scientific, intellectual, or other
impact that has implications for our graduates and
educational institutions.
**Mandate: An official order or commission to so
something or limiting authority in some way.
Change Drivers and Mandates

22
Environmental Scan – Strengths: The planning team identified 21 major strengths that
L&C could leverage as it strives to achieve its goals and improve quality and performance.
1. Campuses
2. Board of Trustees
3. Community College Foundation
4. Value and Affordability
5. Communications
6. Enrollment
7. Grants
8. Cultural Programming / Campus Venues
9. Caring and Service Oriented Faculty and Staff
10. A Culture of Excellence and Leadership
11. Data-Informed Decision Making
12. Infrastructure: Technology
13. Leadership
14. Infrastructure: Facilities
15. High School Partnership (Dual Credit Program)
16. Corporate Partnerships and Workforce Training
17. Reputation / Image
18. Contribution to Local Economy
19. Environmental Sustainability Leadership
20. Learning and Program Assessment
21. Public Engagement
L&C Strengths

23
Environmental Scan – Challenges: Just as some of the change drivers represent
challenges that demand our attention, an assessment of the “current state” at L&C revealed
challenges that can be seen more as opportunities to improve the quality and effectiveness of
institutional practices.
1. Building / Facility Livability and Maintenance
2. Professional Development
3. Staffing / Workload Impact
4. Internal Communications
5. Decision-Making
6. Management Practices
7. Continuous Quality Improvement (CQI)
8. Institutional Research
9. Documentation
10. Student Services
Challenges

24
MAIN REPORT
Goals and Strategies

Goals and Strategies: Based on findings from the environmental scan, including change
drivers and the College’s highest aspirations as expressed in the mission, purposes, and
vision, the Steering Committee identified 4 strategic goals and 32 supporting strategies
eventually embedded in 15 projects that define L&C’s priorities for the next 5-10 years.
4. Public Engagement and
Service Leadership: Increase
the level of public engagement
to drive quality of life, civic, and
other improvements
3. Career and Job Readiness:
Improve the curriculum and
support services to better
equip students to obtain jobs
and advance their careers
2. Institutional Quality and
Effectiveness: Improve the
quality and effectiveness of
everything we do
Strategic Goals
1. Student Academic Success:
Improve student success as
measured by key success indicators
25L&C Five-Year Strategic Plan: FY 2013-2017

26
MAIN REPORT
Strategic Projects

27
Strategic Projects: The planning team identified 15 strategic projects to support the
goals and strategies defined in the previous step.
Strategic Projects (supported Goals)
1. Student Success Initiative (Goals 1 and 3)
2. Student Financial Assistance (Goals 1 and 3)
3. Continuous Quality Improvement (Goals 1-4)
4. Institutional Quality and Effectiveness (Goals 1-4)
5. Knowledge and Information Management (Goals 1-4)
6. Student Career and Job Readiness (Goal 3)
7. Strengthen Management Practices (Goal 2)
8. Advance Institutional Research (Goal 2)
9. Internal Communications (Goal 2)
10. Staffing and Workload Management (Goal 2)
11. Modeling Sustainable Practices (Goal 4)
12. Expand NGRREC’s Research Capabilities (Goal 4)
13. Extend Healthcare Education and Services (Goal 4)
14. Community On-Campus Engagement (Goal 4)
15. Employee and Student Public Service Activities (Goal 4)

28
Strategic Projects: Steering Committee members scored each project based on 4 criteria:
strategic value, stakeholder value, cost, and feasibility. Composite scores suggest that
projects on the higher end of the scale are worthy of more immediate focus given the
challenges and opportunities L&C and its stakeholders now face.
High to Low Rankings on all Criteria
Note: Projects that shared the same scores were assigned the same ranking level. Hence, none of the rankings maxed out at 15, the
total number of projects.

29
MAIN REPORT
Implementation Plan

30
Implementation Plan: Pending further planning and research by the project teams, a long
term implementation plan was created for each project. Budgets have yet to be
determined, but for many projects, the largest cost will be associated with personnel time.
Summary Implementation Plan

31
MAIN REPORT
Next Steps

32
Next Steps: L&C is now turning a corner with the strategic plan and must effect a
smooth and organized transition to implementation of projects and regular progress
reporting under the oversight of the Executive Cabinet.
• Transition to executive cabinet as project oversight committee
• Project teams develop more detailed project plans
• Project plans are presented to executive cabinet
• Plans are approved / modified and budgets approved, etc.
• Quarterly progress report presentations to the executive cabinet*

33
Next Steps: It was suggested that individual Executive Cabinet members chair progress
report sessions on a rotating basis. Progress reports will be presented from written
reports using a common template.
COMMON TEMPLATE
Strategic Projects: Progress Report
Date of Progress Report: ________________
Project: _____________________________
Executive Owner: _____________________
Report
I. *Summary statement regarding “on time, on task, on budget” status of the project+
II. [Discussion of targeted milestones and objectives and where the project is in
regard to these]
III. [Discussion of any challenges the team is facing, any adjustments / changes
recommended to the project plan and justification for these]
IV. [Discussion of any other important observations, lessons learned, recommended
interim actions based on project findings / outcomes, etc.]
V. [Prognosis for completion of the project per the established timeline, resource
requirements, potential “institutionalization” of the project, etc.+
VI. [Open to questions from the Executive Cabinet]

34
APPENDIX A: Mission and Values Commentary

Mission Commentary
35
Empower people by raising aspirations and fostering achievement through dynamic,
compassionate, and responsible learning experiences.
L&C Mission
Mission Commentary
• Empower people: To empower people means to equip them with the knowledge, skills and other resources they need
to succeed. This interpretation assumes that the knowledge and skills imparted to the student are of practical value in
the sense that they are relevant and consistent with the needs of business, government, society in general, and that
they otherwise contribute to personal development and life enrichment. It makes no sense to equip people with
knowledge and skills that have no “payback” in this sense. In another sense, L&C can empower people through
financial aid and other assistance that makes it possible for them to attend school, and through support services such
as the Student Success Center, disability services, veterans services, and the emergency fund. Empowerment also
means to support the development of self-advocacy skills as students interact with faculty and staff, internship / clinical
partners, and other students.
• Raising aspirations: Every student and employee is a living and breathing opportunity to raise aspirations. Some are
unaware of available pathways and resources that can help them grow and advance their lives and careers. Others
may not realize their own potential or may lack the confidence, ambition, or drive needed to excel. L&C faculty and
staff see this as an opportunity to raise student aspirations in meaningful ways. This can be done through
encouragement, mentoring, and just getting to know their students and employees. From an institutional perspective,
the College collectively and continually strives to raise the aspirations of the surrounding communities and all of their
citizens. Many College initiatives and services, including sustainability, workforce training, healthcare services, adult
education, and the dual credit program reach out into the community to encourage and inspire higher levels of
achievement and quality of life.

36
• Fostering achievement: By encouraging and promoting the development of good study skills, personal discipline, the
ability to leverage technology and other tools, and a love of learning, L&C is positioning students for achievement
and success. This goes hand in hand with raising aspirations and contributes to empowerment.
• Dynamic learning experiences: Students learn better when the learning environment is charged with energy,
stimulating, interesting, thought provoking, and even fun or inspiring. There is also a strong connotation of active
engagement with the students individually and collectively in a two-way, dynamic exchange. Faculty are encouraged
to inject these qualities into the classroom when appropriate and make considered use of lab equipment,
technology, and other learning tools.
• Compassionate learning experiences: True compassion recognizes the challenges, struggles, and disadvantages that
others face, and seeks to help alleviate the pain and discouragement these struggles cause. The compassionate
educator or service provider is better able to “connect” and empathize with struggling students than those who are
not compassionate by nature. This compassion often finds expression in a caring and respectful attitude towards
these students, a personal interest in their lives, the devotion of time and attention to their situations, and a sincere
desire to help them where this is practical and possible. Compassion sometimes compels us to think creatively about
solutions to student or employee dilemmas that may require new approaches. Compassion in these forms of
expression fosters achievement, and for many students, may be the life changing experience that sets them on the
path to success. L&C’s College for Life and Emergency Fund programs are clear institutional expressions of
compassion.
• Responsible learning experiences: In this sense, responsibility applies to both the instructor and the learner. It’s the
instructor’s responsibility to set and maintain performance and behavioral standards that will accomplish program
and course objectives and position the student for success in this particular course and beyond. It’s also the
instructor’s responsibility to provide dynamic learning experiences as described above. It’s the learner’s
responsibility to apply personal discipline in a concerted effort to study hard, attend all classes, and complete all
assignments on time. For the student, being responsible implies taking responsibility for his / her own actions.
Mission Commentary: Continued.

37
Core Values Commentary
Cores Values Commentary
• Service: First and foremost, L&C was established to serve the educational needs of the district. Service in this
context includes instructional and support services, including advising, financial aid, and specific services that
may be targeted to disadvantaged and other groups (disability services, minority affairs, veterans affairs, etc.).
At the highest level though, this core value is about “service orientation,” an attitude or predisposition for
helping other people, providing assistance or some form of benefit to someone, whether on or off campus.
While the emphasis is on the college and its employees as service providers, and students and the community
as service recipients, this concept can also apply to students in their dealings with peers and others who may
rely on some form of service. In a CQI (Continuous Quality Improvement) culture, the level and quality of
service provided by employees, programs, and departments is a key metric for quality and performance
assessment. In this context, the concept of “customer” is especially important, so that all L&C employees have
both internal and external “customers” to whom they provide a service of one kind or another. At the
institutional level, the importance of service orientation and service quality should be reinforced through
leadership example and management systems, including performance appraisal, professional
development, recognition, and rewards. There are many examples of service to the community performed by
students, faculty, and staff, including health services; environmental clean up crews; curriculum based service
projects; consulting assistance to local businesses and governments; musical programs; and grant supported
projects.
Cores Values
Service, Respect, Responsibility, Compassion, Integrity

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Core Values Commentary: Continued.
• Respect: It is no surprise that L&C students ranked respect as the value that they most associate with L&C as
an institution. Everyone wants to be treated with respect, and students, however young and inexperienced,
rightfully demand the same. Most dictionary definitions of respect include references to the qualities of
deference, courtesy, dignity, and esteem in one’s interactions with others. This concept is broadly applicable to
every member of every constituency involved with L&C. At L&C, respect can be expressed in many ways: e.g.,
by acknowledging and smiling as you pass a student on the walkway, greeting a student in a friendly and
respectful way as they approach a service center, treating students as adults in the classroom, returning a
colleague’s phone call in a reasonable amount of time, showing up at a meeting on time, and generally
meeting commitments we’ve made to others. As with all other core values, the example of a respectful
attitude and style by the leadership is a crucial reinforcement of this value. This and other core values should
be routinely reinforced through employee mentoring and professional development, and recognized and
rewarded when observed. At the same time employees and students should be held accountable for
disrespectful actions or expressions when these are observed, whether inside or outside the classroom.
Several years ago, a question related to being treated with respect by the instructor was appropriately added
to the end-of-course student survey. This question should be a component of all departmental assessments
and included in employee performance plans and professional development plans.

39
• Responsibility: The idea of “responsible learning experiences” is called out in the L&C mission statement. In this
sense, responsibility applies to both the instructor and the learner. It’s the instructor’s responsibility to set and
maintain performance and behavioral standards that will accomplish program and course objectives and position
the student for success in this particular course and beyond. It’s also the instructor’s responsibility to provide
dynamic learning experiences as described above. It’s the learner’s responsibility to apply personal discipline in a
concerted effort to study hard, attend all classes, and complete all assignments on time. For the student, being
responsible implies taking responsibility for his / her own actions. In a larger sense though, responsibility extends
itself to all of our actions as L&C employees and service providers. The idea of taking and accepting responsibility
for our own actions is one expression of character quality and maturity level that is fundamental to a strong
organization. At L&C, responsibility can be expressed in a number of ways: e.g., taking personal responsibility for
actions that may have been taken by your organization but not you individually, not “passing the buck” on a
problem or challenge because it’s not in your “job description,” working to solve the underlying causes of a student
problem rather than just treating the symptom, showing up on time and putting in a full day’s work, holding
students and employees accountable for performance however uncomfortable that may make you.
• Compassion: The idea of “compassionate learning experiences” is also addressed in the mission. True compassion
recognizes the challenges, struggles, and disadvantages that others face, and seeks to help alleviate the pain and
discouragement these struggles cause. The compassionate educator or service provider is better able to “connect”
and empathize with struggling students than those who are not compassionate by nature. This compassion often
finds expression in a caring and respectful attitude towards these students, a personal interest in their lives, the
devotion of time and attention to their situations, and a sincere desire to help them where this is practical and
possible. Compassion sometimes compels us to think creatively about solutions to student or employee dilemmas
that may require new approaches. Compassion in these forms of expression fosters achievement, and for many
students, may be the life changing experience that sets them on the path to success. L&C’s College for Life and
Emergency Fund programs are clear institutional expressions of compassion.

40
• Integrity: Integrity is usually associated with moral uprightness, honesty, and truthfulness. Integrity of action
nurtures trust and confidence in those who encounter that quality. In the original sense of the Latin
word, integer (whole, complete), integrity conveys a sense of “inner wholeness” that derives from qualities
such as honesty and consistency of character. All college accrediting bodies associate ethical and responsible
conduct with integrity, and set high standards for that principle. The institution is expected to follow fair and
ethical policies and procedures at every level; to present itself clearly and completely to students and the
public with regard to programs, requirements, cost, and other factors; to avoid conflict of interest; and to
support and reinforce freedom of expression and the pursuit of truth in teaching and learning. There is a clear
notion of “fairness” in this interpretation that is particularly important to students and employees who want
and expect to be treated with fairness in the assignment of grades, workload, class assignments, and other
matters. At the individual level, integrity plays into every one of our dealings with
students, employees, vendors, contractors, state agencies, trustees, and others. We have a moral obligation to
be honest and truthful, even if the truth may be hard to bear in some cases. If a student or employee’s
performance is heading in the wrong direction, the instructor or manager has an obligation to address that
with the individual, however uncomfortable that may make one. In most enterprises, integrity of action is
considered a “condition of employment,” meaning a failure of integrity could result in dismissal or some other
form of sanction. Once again, integrity, like the other core values, is reinforced by the words and actions of the
leadership, clear policies and procedures, high standards and expectations in personal performance plans, and
accountability for violations.

Lewis and Clark Community College Strategic Plan 2013-2017

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