L E T H B R I D G E C O L L E G E

C O M P R E H E N S I V E I N S T I T U T I O N A L P L A N

2 0 1 3 – 2 0 1 6 ( P E N D I N G G O V E R N M E N T A P P R O V A L )

L E A D E R S H I P A N D T R A N S F O R M A T I O N

T A B L E O F C O N T E N T S

ACCOUNTABILITY STATEMENT 2

MESSAGE FROM THE BOARD CHAIR 3

MESSAGE FROM THE PRESIDENT 4

EXECUTIVE SUMMARY 5

STRATEGIC FRAMEWORK 7

MANDATE 9

PLAN DEVELOPMENT 10

DEVELOPMENT AND TRENDS – OPPORTUNITIES

AND CHALLENGES 11

VISION, STRATEGIES, PRIORITY INITIATIVES,

EXPECTED OUTCOMES AND MEASURES 13

THE LEARNING EXPERIENCE 13

INDUSTRY AND COMMUNITY CONNECTIONS 19

A COLLABORATIVE COLLEGE COMMUNITY 24

KEY PERFORMANCE INDICATORS 25

FINANCIAL AND BUDGET INFORMATION 26

PRIORITY CAPITAL PROJECTS 31

LETHBRIDGE COLLEGE SCORECARD 33

A C C O U N T A B I L I T Y S T A T E M E N T

This Comprehensive Institutional Plan was prepared under the Board’s direction inaccordance with legislation and associated ministerial guidelines, and in considerationof all policy decisions and material, economic, or fiscal implications of which the Board is aware.

R. L. (Randy) Jespersen

Chair, Board of Governors

Lethbridge College

Board of Governors

Mr. R. L. (Randy) Jespersen

Dr. Paula Burns

Ms. Dawna Coslovi

Ms. Sharie Cousins

Mr. Randy Dunlop

Mr. Ethan Gelleny

Mr. John C. Jacobson

Ms. Cynthia Johnston

Mr. Travis Killian

Dr. Douglas Myhre

Mr. Douglas Frank Stroh

Original signed by

R.L. (Randy) Jespersen, June 20, 2013

M E S S A G E F R O M T H E B O A R D C H A I R

Lethbridge College moves into an important year in 2013-14 as we transition to a new strategic plan that builds on the strengths of the past while boldly positioning us for the future.

The work of earlier generations of Lethbridge College leaders, staff members and boards has helped the college establish itself as an institution that provides an exceptional experience for learners, a dependable training ground for employers and an innovative space for applied research. We are grateful for our history of dedicated leadership, including the recent service of Peter Leclaire, vice-president academic and chief learning officer, who served as Interim President and CEO of Lethbridge College during the latter part of 2012 through the arrival of our new President and CEO, Dr. Paula Burns, inFebruary 2013.

At the ceremony installing Dr. Burns as Lethbridge College’s 8th President and CEO, I spoke about the importance of finding the right person to lead this progressive institution. I shared with the audience how strongly the Board of Governors felt that the person who was to fill the role needed to have great post-secondary and business acumen, a passion for innovative teaching and learning, as well as a strong appreciation of community, and a true sense of what it means to belong. We firmly believe that Dr. Burns has already proven to be the leader that Lethbridge College needs to continue on its path of growth within this province.

The leadership of Dr. Burns and our Board of Governors is bolstered by the many contributions made by our employees and community partners as well as the commitment and passion of our students. Together we all are working to position Lethbridge College to be an exemplary leader and to transform post-secondary education in Alberta. Our success in the coming years will require us to embrace bold vision and transformative action. This can be observed in the ambitious capital campaign we are now in the midst of – an effort that is responsive to student needs, industry demands and government priorities – and in the creative collaborations and resource innovation we are prioritizing.

Partnerships and collaborations are at the root of many of Lethbridge College’s strengths and successes. From the Government of Alberta to the smallest local business that welcomes in our students for practicum experiences, the vibrancy of the college and its programs is closely tied to its many thriving partnerships. Ultimately, these collaborations benefit our students who, with assistance from the college’s outstanding instructors and hands-on approach to programming, learn the skills needed to go out into the world to solve problems facing industry and society.

Bold vision, transformative action, healthy partnerships and, most importantly, the excellent people who make up our community, together are ensuring that Lethbridge College lives up to its mission: to inspire and facilitate learning and innovation to meet economic and social needs. We look forward to all that awaits us in the year ahead.

R. L. (Randy) JespersenChair, Board of GovernorsLethbridge College

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M E S S A G E F R O M T H E P R E S I D E N T

It is a pleasure to present Lethbridge College’s Comprehensive Institutional Plan for 2013-14 through 2015-16.

Since coming to Lethbridge College in February, I have been impressed by the passion and talent of Lethbridge College community members and their ability to inspire and facilitate learning and innovation. It is a vibrant learning community. I believe this Comprehensive Institutional Plan reflects the dedication and commitment of the collective at Lethbridge College and illustrates how we are poised to be leaders in transforming education in Alberta. For learners, we will provide access to relevant, timely, transportable, affordable education that contributes to employment, employability and quality instruction. To employers, we will provide competent, productive employees who arrive on the job with hands-on experiences and the skills needed to be successful. For our greater community, we will provide a best in class value proposition that improves, among other aspects, the desirability and viability of southern Alberta.

Our leaders have stepped forward and joined me in creating a vision to lead the transformation in education from within our college. Just weeks after my first day on the job, we began a strategic planning process and, in May, we invited the entire college community to be engaged in shaping many elements of the way forward. This event brought together hundreds of employees from every corner of the college to solicit ideas, discuss experiences, and plan for the months and years to come.

This Comprehensive Institutional Plan reflects some of that work. It is a transition from a previous strategic plan to a new one and contains the strategic framework the college will use to develop priority initiatives and guide our path into the future. Lethbridge College will remain a strong and integral part of the community of the entire southern Alberta region. When facing changes occurring in the provincial post-secondary education system, we choose to embrace the new challenges and opportunities, leading and transforming education in Alberta as we go.

I am confident that as time goes on, the stories of success about Lethbridge College will only be more impressive and inspirational as we focus on academic transformation, collaborative partnership, revenue diversification, and developing our people. That confidence comes from knowing that Lethbridge College is a bold and transformative trailblazer in Alberta, a post-secondary leader that is willing to change and adapt to meet current and future needs of the province and country. And the effects of our leadership – the consequences of our transformation – will ripple through every layer of our city, our province, our country, and our world.

I am honored to serve in leading Lethbridge College at this important time in its history, and I look forward to seeing the results that come from the realization of this Comprehensive Institutional Plan.

Dr. Paula BurnsPresident and CEOLethbridge College

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E X E C U T I V E S U M M A R Y

The Lethbridge College community finds it is exciting to be on the cusp of a major change in education and to be actively engaging in Alberta’s future economic and social prosperity. The year ahead brings the college a bold new vision to aspire to and transformational strategies to lead the way, both of which will be supported by a foundation that includes a refreshed mission, clear mandate, sound values and principles. Together, these form the framework that underpins the college’s strategic direction in seizing opportunities that are evolving in post-secondary education in general and most specifically in Alberta.

Many factors indicate that the demand for education will continue to grow, especially at the college level and in particular, within our region. Yet the post-secondary landscape is shifting. As the first waves of “digital native” students work their way through the system, it has become clear that the needs and expectations of the typical learner have changed. New technologies and variations in demographics and cultural diversity are challenging traditional methods of face-to-face program delivery and increasing the need for flexible learning options. Coupled with this, we are also experiencing significant growth in traditionally underrepresented populations of students such as those with documented disabilities. Likewise, the demand for education by mature learners, First Nations, Métis and Inuit (FNMI) students and international students is also increasing. Recent cuts to funding and changing government expectations have created some immediate challenges for the college, but ultimately Lethbridge College sees this as an opportunity to be innovative, to be bold and to lead in the transformation of education.

The relationship between the post-secondary world and industry is also changing. As local businesses, regional companies, and governmental and non-governmental organizations look to find solutions for real world problems, applied research conducted in partnership with post-secondary institutions is becoming an integral part of

commercial success in the new economy. New opportunities for the college have emerged for collaborative partnerships with industry in the areas of applied research, innovation and commercialization. Industry and community stakeholders are also partnering with the college on new program offerings such as the Power Line Technician and Health Care Aid certificate programs and on the exploration of future offerings. Expanding our current relationships with industry and establishing new ones will place our students and faculty on the leading edge of innovation and industry trends and add value to the productivity of our industry partners.

Over the past few years, the college’s strategic focus has been grounded in the four goals of enrolment management, enhancing the student experience, growing strategic partnerships and achieving operational excellence. Multi-year strategies focused on integrating flexible delivery of innovative programs with a vibrant culture of applied research, college-wide outcomes and strategic enrolment management have supported the goals and are rebuilding the foundation that will sustain learning in the 21st century. In this comprehensive institutional plan, which has been influenced by our Flexible Learning Plan and the implementation of the College-wide Outcomes initiative, are the 21st Century Teaching and Learning Initiatives. Building on our strengths and the previous work in increasing flexibility, choices and outcomes for students, this and future plans will transform education.

Flexible learning spaces are a key component in the new learning environment. This is demonstrated in our ability to respond to industry needs with the proposed Bachelor of Technology Degree in Environmental Sciences and supported by the renewed and state-of-the-art Cousins Science building, which has also increased our capacity in applied research. With commitment for funding from government, the Trades and Technologies Renewal and Innovation Project (TTRIP) will satisfy our most urgent need moving forward; the project also reinforces a college programming cornerstone

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in advancing to the new frontier in education. Our vision for this facility is to support improved utilization of space and to accommodate a range of expected and unforeseen changes in programs, enrolments and technology. The project will provide flexible facilities and opportunities to support new and emerging trends in trades and technology programs and practices, including applied research to facilitate links with industry and the community.

The college’s program mix and strategic framework solidly align us with government priorities. Trades and technologies, a full suite of health programs, and physical, natural and applied sciences such as agriculture and environmental sciences and business programs are all important to the economic and social viability of Alberta. Our focus on applied research is similarly aligned to government priorities and will contribute to social, environmental and economic benefits for Albertans.

As we analyse trends within our environment and specifically the 21st century learning environment, we clearly understand that our success moving forward will require bold vision and transformative action. The exploration and pilot of innovative approaches to teaching and learning experiences strategically supported by an innovation fund are a solid beginning on that journey. Further development of our plan within the parameters of a new strategic framework is a priority for the college that will guide us boldly into the future.

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S T R A T E G I C F R A M E W O R K

Vision

Leading and transforming education in Alberta.

Strategies

Academic Transformation StrategyWe will collaboratively create innovative and creative learning experiences that meet the diverse and integrated needs of learners, the economy and society.

Collaborative Partnerships StrategyWe will be model collaborators focused on achieving unprecedented levels of collaboration in education.

Resource Innovation StrategyWe will create entrepreneurial business models and expand revenue sources.

People Development StrategyWe will develop our people to realize their highest potential.

Values

People - We value people by:• promoting trust and respect among all stakeholders• supporting their professional development• celebrating their accomplishments

Excellence - We do things well by:• providing exceptional instruction• offering effective learner support services• remaining responsive and innovative

Success - We promote learner success by:• offering current and relevant programs• using instructional technology creatively• employing flexible delivery systems

Mission

Lethbridge College inspires and facilitates learning and innovation to meet economic and social needs.

Principles

Sustainability: to cultivate a college environment that is positive, collaborative and sustaining.

Accessibility: to create and maintain flexible learning pathways that enable students to achieve their educational and career goals.

Quality: to ensure the highest standards of performance and innovation in all areas of the institution, including programs, services, applied research and scholarly activity.

Diversity: to provide educational opportunities for a diverse population of learners, including Aboriginal and international students.

Collaboration: to develop strategic alliances with business, industry, government, agencies and other post-secondary institutions to enhance student learning, mobility and employment.

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M A N D A T E

Established in 1957, Lethbridge College is a board-governed public college operating as a Comprehensive Community Institution under the authority of the Post-secondary Learning Act of Alberta. Although the main campus is located in the City of Lethbridge, the institution plays a stewardship role for adult learning within its geographic service region. As a member of Campus Alberta, the college works with other post-secondary institutions, community organizations, school districts, employers and other partners to enhance access to programs and services throughout the region. Through its commitment to a variety of educational delivery methods including face-to-face, online and blended learning, it strives to address diverse learning styles and needs in order to increase access for students. In addition, a broad range of student support services is designed to enhance learner success for both on- and off-campus learning.

Lethbridge College provides a range of educational opportunities in a variety of career-focused program areas including Business and Management, Design and Technology, Justice Studies, Health and Human Services, Agriculture and the Environment and Trades. The college offers programming that leads to career employment or to further education through foundational learning, upgrading, university transfer, apprenticeship programs, certificates, diplomas, applied degrees and baccalaureate degrees offered primarily in collaboration with degree-granting institutions.

Serving a diverse population of learners, predominantly residing in southern Alberta, Lethbridge College also attracts students from other regions, provinces and countries. Through formal partnership agreements with institutions both locally and internationally, the college helps students become global citizens and increases their opportunities for economic prosperity. Creating an inclusive environment for First Nations, Métis, Inuit and international students serves to enrich the educational experience of the entire student body.

The college is an important catalyst for economic, social and personal development for the population in the city and the region as it actively engages employers, community and learners. Applied research and scholarly activities are strategically aligned with business, industry, government and community needs. An integrated applied research strategy enhances learning by providing students and faculty with opportunities to address immediate real-world problems, leading to innovative solutions that benefit our industry and business partners. This contributes to the continuing economic growth and sustainability of the Lethbridge College region and our ability to support competitive local, regional, provincial and national economies.

Lethbridge College plans and delivers programs, provides services and creates opportunities to develop skills, knowledge and attitudes that will allow its graduates to be successful both in their lives and in their careers. Approved by the Minister, Advanced Education and Technology, October 25, 2011

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P L A N D E V E L O P M E N T

Within the context of our mandate, the Board of Governors together with Executive Leadership set the strategic direction in alignment with government priorities and the Campus Alberta Planning Resource (CAPR). Understanding the needs of our stakeholders is a critical component in our planning process. External stakeholders provide insight into opportunities and challenges that the college faces in delivering its mandate. Guided by the board’s direction and by insight from our external stakeholders, the College Leadership Council, in collaboration with employees, establishes the strategic framework and planfor achieving the desired outcomes. The following summarizes engagement with key stakeholders throughout the year:

STAKEHOLDER GROUP CONSULTATION FORMAT(S) OUTCOMES

Students • Regular meetings with leadership

• Project-specific meetings

• Ad hoc communication through surveys and focus groups

• Representation on Academic Council

• Board of Governors representation

• Participation in strategic planning

• Understanding of the needs of students

• Feedback on proposed fees

• Feedback on policy development and other projects that

affect students (i.e. Strategic Enrolment Management, etc.)

• Identification of areas for program improvement

• Input into college planning

Communities

(Lethbridge College stewardship

region) Community Futures,

Chinook Arch Regional Library

System, Community Adult Learning

councils/literacy programs, Business

Development and Sustainability,

municipalities

• Regional Access Advisory Council meetings (at least twice

a year)

• Informal one-on-one or small group meetings throughout the

year with individual stakeholders and agencies

• Attendance at meetings

• Participation on planning committees

• Programs and related services to respond to identified

needs and identification of community resources that may

be accessed

• Collaboration among organizations in the communities

• Support in the implementation of a regional learning strategy

• Promotion of adult education within the region

• Funding partnerships

Business/industry • Program advisory committees

• Accreditation board membership

• Industry and agency specific meetings

• Consultations on research proposals

• Meetings on fund development

• Recommendations on programming needs

• Awareness of industry and employment trends

• Recruitment opportunities for graduates

• Collaborative research projects

• Funding partnerships

Regional school divisions • Formal and informal meetings

• Collaborative initiatives

• Student career planning opportunities

• Development of learning pathways (i.e. dual credit)

• Improved post-secondary transition

• Collaborative projects and learning opportunities

Other post-secondary

institutions

• Provincial Comprehensive Community Institution Regional

Stewardship meetings

• Sub-committee meetings

• One-on-one meetings with specific institutions (i.e. University

of Lethbridge, Medicine Hat College, etc.)

• Project/program collaboration supporting learning

• Collaborative research projects

• Share best practice and information to benefit the region

• Awareness of research opportunities

• Exploration and identification of system efficiencies

Government

(Enterprise and Advanced

Education (EAE) and other levels of

government and departments)

• Formal and informal meetings throughout the year

(EAE and others)

• Committee work

• Department level meetings with a variety of agencies

• Executive member of the Post-Secondary Education Council

(Comprehensive Community Institution representative)

• Awareness of government priorities and economic needs

• Funding and programming assumptions

• System awareness

• Research collaborations and opportunities

• Programming opportunities

• Leadership and input into the future of Campus Alberta and

post-secondary education

• Collaborative planning for TTRIP

Research funding agencies

(NRC-IRAP, AITF, NSERC, SSHRC,

WED, etc.)

• Formal and informal meetings

• Representatives/ advisors from Industrial Research Assistance

Program (IRAP) and Alberta Innovates Technology Futures

(AITF) program resident on campus

• Identify needs of local technology-based small and medium

enterprises (SMEs)

• Grant opportunities

Board of Governors • Board meetings and planning sessions • Board ends and college priorities

Employees

(including management)

• Cross-functional teams on specific initiatives and strategies

• Planning sessions

• Board of Governors representation

• Input into strategic plan development

• Supported and achievable plans

• Co-ordinated activities

• Improved internal communications

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D E V E L O P M E N T S A N D T R E N D S– O P P O R T U N I T I E S A N D C H A L L E N G E S

The college uses various processes and sources of information to scan the environment and inform our understandingof major trends and developments. Sources of information include outcomes from our consultations with stakeholders,information compiled by Enterprise and Advanced Education (EAE) in its Campus Alberta Planning Resource 2012 (CAPR2012) and other relevant sources. Environmental scanning is an important part of the planning process as it manages the inherent risk and opportunities in strategy. The following summarizes our research about the developments and trends affectingpost-secondary education.

Priority directions for Campus Alberta In support of the Government of Alberta’s vision, EAE has identified three priorities for Campus Alberta. Post-secondary institutions are expected to respond to these three interrelated priority directions by delivering on their respective academic, research and community development mandates.

1. Support Alberta’s economic and social progress so we can reach our full potential2. Focus on outcomes3. Enhance system collaboration and partnerships

Post-secondary demand• The next-generation economy is evolving into a knowledge economy where approximately 65 per cent of jobs will require a

post-secondary education. I

• It is anticipated that Albertans with certificate and diploma credentials will see the highest share of employment (35 per cent), followed by those with university degrees (23 per cent). II

• Today’s worker is expected to have three careers and eight jobs during a lifetime. III

• Workers will be pressured to update their knowledge and skills to keep pace with rapidly advancing technology and other changes in the work environment.

• Over the period 2011-21, the Lethbridge region’s population is expected to grow by 12 per cent while forecast growth in the 18-34 age group is five per cent. IV

• The region’s six-year transition to post-secondary is increasing and is now at 58.8 per cent, in-line with the provincial average. V

• Alberta’s economy continues to lead all other regions of the country in terms of growth (real GDP), which is expected to be 2.9 per cent for 2013 and 2014 and 2.8 per cent for 2015. VI

• In most areas of college programming, demand runs counter-cyclical to growth in the economy. • Over the period 2011-21, Alberta is projecting a labour shortage of 114,000 workers, and 55 per cent of these jobs will

require a post-secondary education. Shortages will be in the trades and technology (34 per cent), health sciences (20 per cent), business (20 per cent), and physical, natural and applied sciences (14 per cent) program bands. VII

• Demand for trades training will be under increasing pressure due to retirement of skilled trade workers in the next decade.

The learner• There are increased labour-market opportunities for people with disabilities who have post-secondary educations.• Alberta strategies to meet the future labour shortages consist of attracting and retaining international students and

under-represented groups such as populations with disabilities and the Aboriginal population.• This digital-savvy generation of students expects education to be built around the technology that is entrenched in their

day-to-day lives.• There continues to be an increase in mature learners as they pursue second and subsequent careers.• In 2010-11, almost 78,000 or 13 per cent of students in the K-12 system were coded as having special education needs

(including gifted and talented). VIII

• Diverse groups experience socio-economic and cultural barriers to accessing and successfully completing education.

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Pedagogy• Increased flexibility in program delivery results in more individualized programming, “personal learning pathways for

learners,” and more sensitivity to the needs of mature learners and working students.• Education can be accessed from literally anywhere in the world, opening up a global marketplace.• Technical skills taught in some programs are experiencing shorter and shorter lifespans.• Trends are beginning to emerge in the “outsourcing” of learning and support systems.• International education is a key building block in advancing Alberta’s position in the global marketplace and in achieving a

knowledge-driven future.• Increased collaboration within stakeholder groups will enhance and increase access to education.

Internal environment• Operating grants will be reduced by seven per cent in 2013-14 and are expected to be flat in subsequent years. • Operational costs are increasing at a greater level than revenue from grants and tuition.• There are increases in program costs to stay abreast of advancing technology. • We are experiencing higher demand in programs with higher delivery costs (health care, trades and technology, etc.).• Consistent with provincial and regional demographics, our workforce is aging.• There are challenges with maintaining program and service levels with current funding levels.• The recent funding commitment by the Alberta government will facilitate renewal of our aging Trade’s facility and position

the college for enhanced programming, applied research and partnerships with industry and the community; however, timing is a concern.

• The college is engaged in a major capital fundraising campaign focused on renewal of aging infrastructure and support for students and emerging priorities.

• Increasing our capacity for applied research and innovation continues to be a strategic focus.• Our approach to balancing the budget is strategic.

Analysis: opportunities and challengesFunding continues to be our number one risk. Significant cutbacks to our base grant in the 2013-14 budget and the subsequent two-year outlook present challenges in times of enrolment growth in higher cost programs and changing learner needs. We continually look for opportunities to mitigate the risks to students and provide for strategic investment. These challenges continue to be an agent for driving innovation and change throughout the organization.

Demand for post-secondary education is driven by the traditional trends such as demographics, high school transitions and, as we have experienced in recent years, the state of the economy. More recently, the emerging knowledge economy is a factor that post-secondary institutions need to pay attention to. This, more than anything else, will present the biggest source of opportunities and challenges for the post-secondary education system and learning in general. Many factors indicate that the demand for post-secondary education should continue to grow, especially at the college level and in particular within our region. The trend toward flexible learning options must continue to be considered in developing enrolment strategies now and into the future.

Driven by changes in technology, demographics and cultural diversity, and combined with an increased number of students with disabilities, the typical learner is changing. Diversity and technology enhance the learning experience but it is challenging to stay abreast of the changes in an environment of funding constraints. The emergent trend towards flexible learning requires structural changes to the learning environment. Globalization and advancements in technology will continue to drive changes in all aspects of education and continue to be a major source of opportunities to inspire and facilitate learning.

Foundational work during the last few years has strengthened the college workforce and the way we do business. We understand that education is changing from the traditionally focused face-to-face delivery and the development of job-specific skills to a more holistic approach that encompasses a range of delivery modes and opportunities to develop skills in areas such as critical thinking, lifelong learning, cultural diversity, globalization, applied research and innovation, and relationship building.

Enhancing system collaborations and partnerships is one of three key priorities of Campus Alberta and will serve as a catalyst for transforming education in Alberta. Expanding our current relationships with industry and establishing new relationships will place our students and faculty on the leading edge of innovation and industry trends and add value to the productivity of our industry partners.

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V I S I O N, S T R A T E G I E S , P R I O R I T YI N I T I A T I V E S, E X P E C T E D O U T C O M E SA N D P E R F O R M A N C E M E A S U R E S

Leading and transforming education in Alberta – Lethbridge College has embraced a bold new vision for a new day in post-secondary education. Supported by transformational strategies, and guided by a refreshed mission, clear mandate, solid values and principles, the college is well-positioned for the journey ahead. As we transition our focus and the work begun in previous plans, the following four strategies will provide the foundation for our work moving forward and the strategic outcomes we aspire to achieve.

Academic transformation strategyWe will collaboratively create innovative and creative learning experiences that meet the diverse and integrated needs of learners, the economy and society.

Collaborative partnerships strategyWe will be model collaborators focused on achieving unprecedented levels of collaboration in education.

Resource innovation strategyWe will create entrepreneurial business models and expand revenue sources.

People development strategyWe will develop our people to realize their highest potential.

The 2012 Campus Alberta Planning Resource (CAPR) identifies the following three priority directions for institutions:• support Alberta’s economic and social progress• focus on outcomes• enhance system collaboration and partnerships

Alignment with these priorities is evident in the priority initiatives the college continues to work on and will be firmly entrenched as we develop our plans and priorities moving forward within the college’s new strategic framework and vision for the future. The priority initiatives are described below within the context of: The Learning Experience; Industry and Community Connections for Innovation, Productivity and Research; and A Collaborative College Community.

The Learning Experience

Our focus is on enhancing the learning experience for our students so they develop the skills, knowledge and attitudes required to prepare them for success in their immediate career, and on providing a solid foundation as they grow and evolve in their professional life. Grounded in a strong foundation, our students will be prepared to participate fully in securing Alberta’s economic and social future. Initiatives focused on enhanced programming, flexible learning, college-wide outcomes, 21st teaching and learning, learning pathways, strategic enrolment management, applied research and industry links support this learning experience.

ProgrammingPrograms offered by the college are primarily career-based and focused on meeting the needs of employers with qualified and well-prepared graduates. The college maintains the quality of its programs through regular program reviews and engagement with industry. Current economic realities, the direction of Campus Alberta and the needs of industry are key drivers in the need to further evaluate programs based on “fit” and the strengths of the institution.

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Although we consider all programming to be important to learners and employers, we have identified areas of focus where we have distinct advantages, strengths and opportunities. These areas of focus are environmental sciences, justice studies, design, technologies, health sciences and flexible learning. Future programming and planned enrolment growth builds on these strengths and opportunities. In addition, initiatives such as incorporating college-wide outcomes, 21st century teaching and learning, and expanding learning pathways will enhance the learning experience for all students.

New and/or changed programsStarting in the fall of 2013, the Educational Assistant Certificate and Educational Assistant Diploma programs will replace the existing Special Needs Educational Assistant Diploma. Students will receive a certificate at the end of year one and have the choice of laddering into the diploma. Both of these programs are offered in the online format, providing greater access and flexibility for students.

Programs submitted for approvalThe college has presented two proposals to Enterprise and Advanced Education (EAE) for new programs.

Bachelor of Technology (BTech) Degree in Environmental ScienceThis degree program would be offered with concentrations in Environmental Assessment and Restoration, Natural Resource Management and a general option. The BTech has been developed in consultation with industry and faculty to meet the demands for more advanced technological training in environmental sciences. This proposal clearly demonstrates how future programming builds on our strengths in existing environmental science programming. It also illustrates how the college will fully utilize the capacity of the state-of-the-art Cousins Science building and how it is aligned with expanding applied research opportunities at the college. Most importantly, this proposal meets the growing demands of our industry partners and provides skilled graduates for the workforce.

This proposal is a perfect example of EAE’s expectation for institutions to achieve the outcome of a skilled and productive Alberta workforce. In addition, it aligns specifically with the following direction from EAE: • build on the strengths of the institution and advance the Campus Alberta system • provide programming that is in demand by employers and students • develop the full potential of learners for our economy and society

Upon program approval, a key priority for the college is the implementation and integration of the program into the college’s environmental science programming.

First Nations, Métis, Inuit (FNMI) Career PathwaysThe fastest growing population in Canada is the FNMI community. The college is situated in the most expansive reserve in Canada and is proudly a resident in traditional Blackfoot territory. Supporting students from this traditionally under-represented population as they enter into post-secondary education and giving them the tools needed to achieve success are key priorities of the college and government. The college has submitted a proposal to EAE for an innovative program that will allow FNMI learners to explore a variety of college programs and enter into the first semester of an employable diploma program. This new program also eliminates the need for two existing programs and further supports Alberta’s key priority direction of economic and social progress so we can reach our full potential.

Program suspension and terminationDue to low demand and/or employment factors, the Professional Golf Management Diploma and the Disability and Community Rehabilitation Diploma programs will be submitted to EAE for suspension.

In addition, we have suspended the following fall intakes due to low demand:• Office Administration diploma (fall 2013)• Fashion Design and Marketing diploma (fall 2014)

Both programs will continue to offer one-year certificates.

Over the next one to three years, the college will engage in a rigorous review of all programs to ensure fit with economic needs and the strengths of the institution.

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Areas of focus for program development and/or growth Justice StudiesThe revamped Bachelor of Applied Arts - Justice Studies continues to evolve in expanding the scope of justice studies at Lethbridge College. A continuing focus for this program is on increasing access and enhanced pathways for students from diverse backgrounds, such as those in policing, corrections, and other justice related agencies and also child and youth care, addictions counsellors, into higher learning within the justice studies discipline. Additional strategies within this area of focus for the college are: • exploring further opportunities for new programming streams within justice studies • enhancing collaboration and engagement with industry partners • growing online learning as complete programs are now available • increasing access for not only traditional students but also for officers employed in the field

Health SciencesAs identified by the Government of Alberta, skill shortages in the health sciences is expected to grow and become more acute as demographics change. This area of focus for the college, in alignment with current and future needs of Albertans, will concentrate on the following:

• building on existing partnerships (internal and external) as well as fostering new ones to explore and take advantage of opportunities to enhance and expand education in health care

• exploring applied research and interdisciplinary opportunities to address industry concerns• expanding unique opportunities to deliver the Health Care Aid Certificate in collaboration with health care

providers to increase access for working learners and support the needs of the health care industry • exploring new programming areas such as Community Based Workers certificate and diploma• developing pathways between existing credentials to increase portability of learning and encourage

lifelong learning

Trades and Technology A cornerstone of our trades and technology programming strategy is the Trades and Technology Renewal and Innovation Project (TTRIP). The March budget announcement by government to fund the initiative opens the door to the realization of a vision that supports innovative programming. This will include the development of emerging programs focused on sustainability and the development of new post-diploma credentials building on existing programming and capacity. Space specifically designated for the use of industry for innovation and the commercialization of technology will assist in the integration of applied research and will build capacity. These initiatives will foster support, collaboration and partnerships with industry, business and the community.

For the second year since the economic downturn in 2008, apprenticeship programming is growing. Bolstered by a vibrant economy and the expected retirement of a generation of tradespeople, we are anticipating and preparing for continued growth in apprenticeship programming.

Other priority initiatives in programming 21st Century Teaching and Learning

Emerging from the Flexible Learning Strategy and the implementation of the College-wide Outcomes initiative –the focus of the last three years – are the 21st Century Teaching and Learning Initiatives. The way of the future is academic transformation; initiatives being piloted in the next year are the start of that journey. Building on our strengths and the previous work in increasing flexibility, choices and outcomes for students, this and future initiatives will focus on innovative approaches to teaching and learning experiences and the required support. The first part of the journey is centred on leveraging mobile devices for learning.

• In the coming year, three programs will participate in a pilot to inform the development of a mobile learning framework.

• Other innovative opportunities that evolve will benefit from the college’s innovation fund specifically designed to support innovation and transformation.

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College-wide outcomesCollege-wide outcomes are an ongoing initiative for the college and will provide students with the foundation to contribute to the sustainability of society, the economy and the environment through active engagement in the wider community. These outcomes will also allow students to recognize problems and apply systematic methods or processes to solve problems, create improvements and construct meaning by listening, writing, speaking and reading effectively, using a variety of media and technological tools. Finally, these outcomes will direct students to use existing and emerging sources of information to gain knowledge, to communicate and distribute information, to recognize and take responsibility for their own learning and development and to develop an awareness of their role in society and corresponding effect. They will be life-long learners able to adjust to a changing world; this skill is critical to their continued success throughout their lives.

• With most of the foundational work on college-wide outcomes expected to be completed by the fall of 2013, the focus will shift to implementation and assessment.

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Learning pathwaysA key focus in enhancing our programming is on developing and/or expanding learning pathways for students, including those who are entering college programs, those who are transferring from one college program to another and those who are transferring into programs at other post-secondary institutions.

The college, in collaboration with school jurisdictions, government and community agencies, is developing pathways to access college programs for

• under-represented students, e.g. international, FNMI • under-prepared students (transition programs)• high school students (dual credit)• mature learners

The college is committed to providing increased laddering and transfer opportunities among internal programs and with other post-secondary institutions provincially, nationally and globally. Developing learning pathways removes barriers for students and supports student success now and in the future. The creation of pathways focuses on recognizing the value of the learning that has taken place. As the portability of education continues to evolve, students need assurance that their educational efforts will be recognized and valued.

Enhancing education and the transfer of knowledge through collaborative partnerships is a strength the college has built on in recent years. As the college transitions into a new era, collaborative partnerships will continue to be a strategic cornerstone for leading and transforming education within our province.

Specific priorities include: • Discussions with school divisions in our region will culminate in signed memoranda of understanding with

at least three school divisions and a proposal to access dual credit funding made available through the Provincial Dual Credit strategy. We will be implementing a dual credit Health Care Aid Certificate program in our regional school divisions in September 2013. This will serve as a foundation to develop additional initiatives collaboratively in the subsequent years. Students will not only graduate with a high school diploma and a post-secondary credential, but they will also have the knowledge and skills required to meet a growing need in the health care field.

• Furthering industry partnerships to increase access for mature and working learners. • Pending approval, the new First Nations, Métis, Inuit (FNMI) Career Pathways program will provide an

innovative pathway to post-secondary education for FNMI students.• The work in Justice Studies and the pending BTech degree both focus on creating seamless pathways for

students.• The new Educational Assistant Certificate and Educational Assistant Diploma programs delivered online

will provide improved access and portability for students wishing to participate in higher learning. • Ongoing discussions with other post-secondary institutions are expected to result in clear pathways and

opportunities for students (i.e. Interior Design, Therapeutic Recreation – Gerontology).• Opportunities being explored within the college to increase portability of courses and programs

(i.e. health sciences). Consistent credential framework (30/60/120 Project)

This initiative, which started in 2011-12, standardizes the measure of learning that is understood by post-secondary institutions worldwide. This ensures that students receive fair recognition of their qualifications, increasing their access to learning pathways provincially, nationally and internationally. These principles are articulated in the Bologna Accord (1999) which is the foundation of this project. Work has already begun on phase two of this project, which includes program redesign and other administrative systems to align with the new framework.

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ENROLMENT PLAN 2007-08Actual

2008-09Actual

2009-10Actual

2010-11Actual

2011-12Actual

2012-13Forecast

2013-14Target

2014-15Target

2015-16Target

Business 464 *655 *776 *550 *694 *453 380 381 395

Education 48 44 39 47 46 35 27 15 15

Health Sciences 494 537 554 563 617 690 686 666 652

Languages, Social Sciences, Arts and

Humanities

857 829 871 886 883 834 889 905 905

Legal and Security 413 378 433 480 492 468 549 678 703

Physical, Natural and Applied Sciences 409 381 387 423 430 442 485 503 515

Preparatory and Basic Upgrading 369 369 505 434 443 415 390 405 410

Recreation 105 95 103 106 104 83 59 48 48

Trades and Technologies 510 527 455 483 468 468 516 549 549

Total All Program Bands 3,669 3,815 4,123 3,972 4,177 3,888 3,981 4,150 4,192

Year-over-year Percentage Change -2% 4% 8% 4% 5% -7% 2% 4% 1%

Less: off-campus contracts (211) (326) (95) (273) (65)

Total Enrolments less off-campus

contracts

3,669 3,604 3,797 3,877 3,904 3,823 3,981 4,150 4,192

Year-over-year Percentage Change -2% -2% 5% 2% 1% -2% 4% 4% 1%

Source: LERS and 2013-16 Strategic Enrolment Plan

*Note: includes off-campus contracts

Strategic Enrolment ManagementIn 2011, the college began implementing its multi-year Strategic Enrolment Management (SEM) plan. The main objective of SEM is to ensure that the right students are in the right learning experiences for the right purpose as the integrated needs of learners, the economy and society shift and change.

A key component of SEM is the three-year enrolment plan. The goal of the plan is to optimize institutional capacity and resources while meeting the economic needs of the region. Our strategy continues to be built on diversity, meeting the needs of populations such as FNMI, immigrants and international learners, while enabling a culturally-rich learning environment for all.

Specific focus for SEM is on: • continuing the implementation and monitoring of the Internationalization Plan to increase international enrolment and enhance international opportunities • continuing the implementation and monitoring of the FNMI Plan to increase FNMI enrolment and facilitate success • implementation of a Student Experience unit to focus on student retention, improving student satisfaction, and increasing enrolments and completion rates • increasing the number of students who use the college’s website to access general information as well as specific student online services including applications, enrolments and registrations • establishing a strategic planning model for enrolment planning by continuing to build on the foundational work of the past few years

The following enrolment plan provides a nine-year view, which includes a five-year history of actual enrolments, the current year forecast and the targets set within our SEM plan for the next three years.

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Industry and Community Connections for Innovation, Productivity

and Research

Collaborative partnerships enhance learning opportunities and serve as a catalyst for knowledge transfer within and beyond our college community. Recognizing the importance of partnerships, the college adopted it as one of four goals that has guided the institution over the past few years and is one of four strategies for moving forward. To date, we have made significant progress and yielded very positive outcomes through our partnerships. Partnerships and collaborative agreements are enabling us to provide innovative learning opportunities and solve practical problems through applied research. Philanthropic relationships provide opportunities for the community, alumni and industry to be a key part of our service to students. Developing seamless transfers to and from other reputable post-secondary institutions, dual credit opportunities with our educational partners, advanced standing in professional associations and recognition through international certification is all accomplished through collaborative partnerships. Partnerships with Community Adult Learning Councils and rural community stakeholders are critical in assisting the college in fulfilling our stewardship role as a comprehensive community institution.

We have a long history of engaging industry in setting the direction of our programming, informing us of emerging trends and supporting the pursuit of national accreditations. The majority of college programs engage industry through advisory boards, gaining insightful information on trends and industry needs. Collaborations between industry and the college fulfill a growing need for industry and/or employer-specific training at various locations throughout the region.

Building on our strength of collaborative relationships, the college continues to focus on reinforcing connections with industry, our community, and other post-secondary and educational institutions. It is through collaborative relationships that we will transform education to support economic and social progress.

Specific areas of collaboration and targeted outcomes not identified within the learning experience are outlined as follows.

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Regional stewardshipAs a Comprehensive Community Institution under the authority of the Post-secondary Learning Act of Alberta, Lethbridge College plays a stewardship role for adult learning within its geographic service region. As a member of Campus Alberta, the college works with other post-secondary institutions, community organizations, school districts, employers and other partners to enhance access to programs and services throughout the region. Through its commitment to a variety of educational delivery methods including face-to-face, online and blended learning, Lethbridge College strives to address diverse learning styles and needs to increase access for students. In addition, a broad range of student support services is designed to enhance learner success for both on- and off-campus learning.

The college’s Rural Education Plan, developed in consultation with Community Adult Learning Councils/Literacy Programs, regional school divisions, rural economic development officers and local employers, provides the foundation and directional guidelines on rural education and development activities. Key initiatives of this three-year plan, which started in 2012, include: • developing student-centred models of rural program delivery that are sustainable • designing and conducting a comprehensive regional needs assessment process to identify programming and service needs for our rural populations, including an on-going evaluative process to guide planning and decision-making • developing administrative operations that are sustainable, responsive and flexible • creating an operational structure that provides efficient and effective coordination of service to our external and internal communities

The plan, developed in collaboration with rural communities, removes barriers for students in those communities to attain their educational goals and contributes to the economic and social development of rural regions. Community training and development As the world shifts to a knowledge-driven economy, continuing education is becoming much more important to support employers and the local economy. Continuing education is also an important factor in sustaining the quality of life for community members. We continue to consult with industry and community stakeholders such as FNMI and rural groups and collaborate with regional and local economic development organizations to identify specific needs within the various communities. Initiatives are focused on: • Building relationships with community and industry partners to advance training and professional development

(i.e., pre-employment programs, power line technician). • Developing collaborative bridging programs to support the transition of learners into the workforce. • Establishing organizational structure and delivery models that are operationally efficient and fiscally balanced.

Donors and fundraisingThe college recognizes that providing quality programming and an excellent educational experience requires support from the larger community of stakeholders. To this end, Lethbridge College publically launched its most ambitious fundraising campaign on May 15, 2013. The campaign targets its efforts to renew the college’s aging trades and technology facilities, support the environmentally-innovative Kodiak House residence, reimagine its library and learning space, increase access to student awards, and focus on emerging priorities in programming excellence. “The Possibilities are Endless” campaign has already raised $13.3 million of its private sector goal of $25 million. The total project cost for this campaign is $103 million. The college will now move into the active, public phase of its fundraising effort. All five targeted areas will benefit from the support given by members of the community, alumni and industry partners.

Institutional Applied Research Plan (IRP)The IRP has been developed in alignment with the Government of Alberta Research and Innovation Plan (2012). The planhas three key outcomes: effective resource and environmental management; broadened economic base; and resilient,healthy communities.

Lethbridge College’s key applied research objectives are to:• provide an atmosphere conducive to applied research and scholarly activities in general• improve the educational experience of our students through the integration of applied research and teaching• build on our existing and emerging strengths for increased performance in industry driven applied research that solves real

world problems • effectively transfer knowledge gained through applied research to benefit our partners and society• demonstrate how applied research can add value to the innovation and productivity of our industry partners through the

leveraging of the Regional Innovation Network of Southern Alberta (RINSA) funding

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Lethbridge College and its Office of Applied Research and Innovation will promote an institutional culture of enquiry, knowledge creation and innovation and will pursue two main strategies to meet these objectives.

• The college and office will increase internal and external support for applied research by: - maintaining an internal research and scholarly activity fund; - leveraging the $100,000 received by the college through the Regional Innovation Network of Southern Alberta

(RINSA) that is directed towards connecting industry with faculty and students to address innovation and productivity issues;

- promoting innovation in the community we serve;- educating faculty and staff of the benefits of applied research and supporting their research endeavours;- continuing to explore funding opportunities, including maintaining eligibility for Tri-Council funding; and- building partnerships and collaborations by participating in collaborative organizations, engaging industry and

the community as a source of applied research projects, and collaborating with other colleges and research organizations.

• The college and office will facilitate applied research compatible with the mission, vision, characteristics and existing expertise at Lethbridge College by:

- expanding and strengthening partnerships across disciplines internally and externally; - enhancing the reputation of the college as a leader in niche areas of applied research; and - providing learners with opportunities to address real, immediate problems and to develop innovative problem

solving skills.

While scholarly activity in all areas is strongly encouraged and supported, specific applied research foci where Lethbridge College has a distinct competitive advantage have been, and continue to be, identified. Resources will be strategically targeted towards the identified interdisciplinary foci. Ultimately, the goal is to leverage existing capacity, direction and opportunity with a focused effort, to develop the core applied research direction and then to expand it into a cluster, engaging more researchers, students and industry partners.

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Environmental stewardshipThis is currently the most active area of applied research at Lethbridge College and the college is positioning itself as a leader on issues of environmental stewardship and sustainability. Environmental stewardship aligns with one of our programming areas of excellence, capacity of our people, supporting facilities and equipment to build on past successes and plan for a future that puts the environment at the forefront of many facets of college life. Within this focus area, we specifically expect to continue projects in the following:

Aquatic applied researchThis sub-area encompasses the Aquaculture Centre of Excellence’s (ACE) work on aquaculture and aquaponics as well as work being done on algae and bio-products production through the Biotechnology program. With ten years of experience in aquaponics, ACE has become recognized as an international leader in aquaponics applied research. As such, it is the focus of a major applied research effort being conducted in collaboration with Alberta Agriculture and Rural Development and industry partners from a variety of sectors. We recently received federal support from the Natural Sciences and Engineering Research Council of Canada (NSERC) for our aquaponics research, and receive enquiries from across Canada and around the world. We expect that this interest will lead to additional funding. Some of the overseas enquiries in particular should lead to the investigation of powering aquaponics with alternative energy sources.

The college has also received grants to work with a local company on algae transformation technologies. This is expected to be a long-term, growing relationship and allows us to provide other bio-related services such as bio-products characterization to a range of other regional companies. There is ongoing work in other areas of aquatic applied research including riparian zone management and remediation, effluent management and water testing and treatment.

Aquatic applied research in general supports the 2010 Government of Alberta policy document “Water for Life: a Renewal.” Aquaponics in particular can significantly reduce water use for quantity of food produced and virtually eliminate effluent from food production entering water systems. Grass carp help address aquatic ecosystem degradation. Since our work in aquaponics centres on commercializing technology developed by Alberta Agriculture and Rural Development and developing the skills necessary to utilize this technology, it therefore supports Alberta Innovates Technology Futures and its goals as expressed in the 2008 Government of Alberta policy document, “Making the Food-Health Connection: An Alberta Framework” as well as the Alberta Innovates Bio Solutions aims of sustainable food production and “new methods of assuring food safety.”

Applied social sciencesApplied research in this area is an essential component of a multi-disciplinary approach to solving many problems and to implementing solutions to problems. In addition, Lethbridge College has identified niche strengths in social sciences that were developed in response to community or industry needs.

• Polls conducted by the Citizen Society Research Lab help inform governments and community groups, allowing them to understand public opinion and therefore develop more effective, relevant and acceptable policies.

• Industry-sponsored applied research on the psychological aspects of driving safety was a direct response to an industry request. This particular project supported the overall goal of Government of Alberta policy document “Alberta Traffic Safety Plan: 3-yr Action Plan (2007-2010)” without directly fitting with any articulated strategies.

Research in applied social sciences supports the Government of Alberta’s research outcomes of a broadened economic base and resilient healthy communities.

Potential growth areasThe college, in alignment with regional and provincial priorities, has an interest in further pursuing applied research in the following areas. These areas align with our strong programming, state-of-the-art facilities and equipment, talented people, and engaged community and industry partners.

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Sustainable buildingThis is a potential growth area that builds on the experience gained through the Living Home sustainable housing project. Sustainable building applied research also supports aquaponics research (see aquatic applied research above) through design of more efficient growing environments. Lethbridge College is a founding member of the College Sustainable Building Consortium. Currently, we are exploring a relationship with a multi-national corporation in this area. As this area develops, it is expected that researchers drawn from a number of disciplines including trades, engineering technologies, interior design and computer technologies will be involved.

Sustainable energySouthern Alberta is becoming a centre for alternative energy. In addition to wind power, we have seen the emergence of bio-energy production, solar power and non-conventional hydro generation as important industries in the region. The college will seize the opportunities presented by creating capacity in both education and applied research to support and collaborate with these emerging industries. A laboratory to support biofuel production is currently being developed and further funding for this will be sought. The college’s focus on both sustainable building and sustainable energy supports the goals of Alberta Innovates Energy and Environment Solutions as they both help to minimize greenhouse gas emissions. Moreover, the TTRIP building will provide space specifically designated for the use of industry for innovation and the commercialization of technology in areas such as sustainable building and sustainable energy.

Sustainable food production and preparationThere is ongoing applied research on the development and promotion of recipes showcasing local products including aquaponics produce. This is expected to grow with increased aquaponics applied research activity and increased interest in local diets. There is also capacity in developing formulations for manufactured food products. All sub-areas within this focus directly contribute to the Government of Alberta’s research outcomes of a broadened economic base and effective resource and environmental management.

Conservation EnforcementWithin this focus there are projects in two distinct applied research streams: wildlife forensics and conservation psychology. Wildlife forensics applied research, which is being undertaken in conjunction with personnel from Alberta Environment and Sustainable Resource Development (ESRD), private industry, and others, involves developing techniques for collecting physical evidence related to wildlife offenses. The applied research in conservation psychology conducted in conjunction with the Alberta Conservation Association and others involves examining anglers’ attitudes towards compliance with a view to improving compliance enforcement efficiency. The area of conservation psychology overlaps with applied social science outlined above.

Justice StudiesGiven Lethbridge College’s long history of involvement in educating law enforcement and correctional personnel, its relationship with agencies involved in justice, and a programming area of focus, this has been identified as an area for development of applied research. It is expected that this research would draw not only from the Justice Studies programs but also from many of the technical disciplines and the human services disciplines and would have significant overlap with the applied social sciences focus. Developing staffing capacity for applied research as well as consideration given for the hiring of key individuals within the staffing mix is a priority moving forward.

Health and wellnessHealth science is a core program area for the college. A healthy society requires mentally and physically healthy individuals. Health studies look beyond bio-medical models of health to examine the contributions of lifestyle choices, attitudes and society to the health of individuals. In addition to examining the potential to avoid ill health, that is to maintain wellness, there is the potential to examine improved methods of returning to health. While there is very limited current applied research in this area, it has potential to be an area of growth.

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A Collaborative College Community

Trends in education, changing demographics and the political environment within Alberta all signal major change for post-secondary learning. Over the past few years, the college has made strategic investments and focused resources on building a strong and flexible foundation. While the Lethbridge College is well-positioned for the journey ahead, we cannot lose sight of the constant need to strengthen our foundation through continual improvement of processes, institutional and individual learning and growth, and to stay abreast with advancing technology.

While 2013-14 is a transitional year for the college as we develop our plan within our new strategic framework, the following initiatives continue to be a priority and will further position the college to meet the challenges of the 21st century in education.

Fiscal sustainabilityThe number one risk for the college in achieving objectives is funding. Driven by funding pressures in recent years and the significant cutbacks for 2013-14, it is critical that we explore all opportunities for revenue diversification and operating efficiencies. While we were successful in balancing year one of this plan, future success lies in sound vision and transformative action. Specific initiatives and areas of focus are:

• the centralization of business development, corporate training and continuing education activities to take advantage of operating efficiencies and focus on revenue generation

• the review of all ancillary services to identify opportunities for operating efficiencies and increased revenue• to the continued look for opportunities throughout the institution to support a balanced budget going forward

While balancing the budget has and continues to be a focus, the preservation of an innovation fund to support the future strategic direction has remained a priority and is incorporated into the budget. Funding challenges open the door for innovation and transformation of existing business practices. The college is committed and excited to be leading the way as we journey into a new and stronger post-secondary system.

Learning and growthPeopleLethbridge College has amazing people. Our employees are committed to success, both the success of our students and the success of the institution. We have started the process of engaging all employees on developing the way forward into a new era of post-secondary education at Lethbridge College. To be “fit” for our journey, we will concentrate on the skills required to assist our employees in reaching their full potential by fine-tuning our processes and providing sound management of limited resources. While priorities identified below include work already started in previous plans, new or re-focused priorities will emerge from the development and implementation of the new strategic plan. Priorities include: • developing a comprehensive people development plan, including a performance management system that supports

a results based culture • creating a comprehensive internal engagement / communication plan • continuing to implement succession planning in targeted areas of the organization • continuing to implement the enterprise risk management framework throughout the organization to nurture a

culture of good management practices • creating a shared vision and ownership of the college’s strategic direction through collective engagement and transformative leadership

Moving forward within the new strategic framework will require agility and nimbleness. Creating synergies through organizational design is a priority that will advance the college’s strategic direction by building the linkages required for an integrated strategy built on demonstrating efficiency and a focus on teaching and learning.

Information systemsA key focus for Information Technology Services is on supporting the college’s 21st Century Teaching and Learning Initiatives. In addition to the business and infrastructure requirements, such as administrative systems, wi-fi, collaboration services and cloud services, a critical component will focus on quality services that meet the needs of students and staff in a timely manner. The department is streamlining its teams and services to more fully address issues of risk and to be able to respond to a diverse and changing environment within an enterprise framework. Information Technology Services continues to support its stakeholders to ensure it is a valued partner and to support the core business of the college.

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Infrastructure initiativesThe following capital projects have been and continue to be a focus for the college; various stages of work are continuing into the 2013-2016 planning cycle.

Trades and Technology Renewal and Innovation Project (TTRIP): A major focus for the college is the renewal and expansion of the existing trades building. Trades and technologies remain a vital part of southern Alberta’s economic success and are a key area of focus and strength for the college. These disciplines have continuously evolved, as has Lethbridge College’s delivery of these programs, resulting in an ever-increasing reliance on technological innovation with a focus on sustainability. This project will bring together many of our existing trades and apprenticeship training programs, including: • welding and electrician programs; • the Crooks School of Transportation including automotive service - heavy equipment, parts technician and the

automotive systems - Agriculture/Heavy Equipment Certificate programs; and • emerging technologies such as the Wind Turbine Technician certification program and the new home of our

International Wind Energy Academy.

The Civil Engineering, Geomatics, Design and Drafting, and Interior Design technology programs will also be located in the TTRIP building to take advantage of multiple-use lab, innovation, and applied research spaces and the increasing industry links between the trades and technology expertise.

Consistent with the direction of Campus Alberta and 21st century teaching and learning, this facility will be highly functional, flexible and designed for optimum utilization. Capacity within the trades and technologies disciplines will increase, positioning the college to meet the evolving needs of Albertans and industry in the area of trades and technology education and training. This need is best demonstrated in the emerging wind energy sector where industry capacity in southern Alberta is expected to more than double in the next decade. This will result in significant growth for the college’s wind programming. The TTRIP building is a critical infrastructure project for the college moving forward. As such, a target start date for construction is set for the spring of 2014.

High voltage electrical grid renewal: The electrical grid and its components no longer provide the flexibility demanded by the campus development plan. The grid and its critical components are beyond industry accepted norms for life cycle and capacity limitations. The renewal of the high voltage system will reduce significantly the possibility of an electrical failure and will provide capacity for campus expansion. To date, the high level design is complete and the project is scheduled to be substantially complete by the fall of 2013.

Security system upgrade initiative: The security upgrade project will see the campus security systems renewed to the most current technology. Scheduled for completion in 2013, this renewal project will enhance the safety and security of learners, staff, faculty and the public while on campus.

Other: • The plan includes a general provision for equipment renewal and various infrastructure maintenance projects over

the next planning cycle.• In this plan, space planning and optimization is a key focus for the college and an integral piece of the college’s

focus on academic transformation.

KEY INDICATOR LAST ACTUAL (YEAR)

13/14(TARGET)

14/15(TARGET)

15/16(TARGET)

Full Load Equivalent Students (less off-campus contacts) 3,904(2011-12)

3,981 4,150 4,192

Graduate satisfaction rates with overall quality of theeducational experience. (EAE biennial – 2 years post grad)

96%(2009-10)

NA 96% NA

Percentage of graduates that obtain employment.(EAE biennial – 2 years post grad)

95%(2009-10)

NA 95% NA

Apprenticeship student satisfaction rates for technical training (Alberta Industry Training biennial survey)

93%(2009-10)

93% NA 93%

Lethbridge College key performance indicators

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F I N A N C I A L A N D B U D G E T I N F O R M A T I O N

Budget assumptions

2014 revenue and expense Increase (decrease)

Campus Alberta Grant (7.30%)

The grant includes the funding for the shortfall in revenue

as a result of holding tuition fees at the 2013 rates. $300K

Tuition and related fees 0.00%

Apprenticeship funding – additional 130 seats $481K

Sales, rentals and services 1.00%

Salaries and benefits – grid step increments 1.00%

– cost of living allowance 0.00%

Materials, supplies and services 1.00%

Cost of sales, rentals and services 1.00%

Maintenance and repairs 1.00%

Tuition fees

The government has frozen 2014 tuition fees at the 2013 levels. However, the government has funded the college in 2014 for the shortfall in revenue incurred as a result of not being able to increase the tuition fees.

2015 and 2016 revenue and expense Increase

Campus Alberta Grant 0.00%

Tuition and related fees – based on 2013 tuition fees 1.00%

Apprenticeship funding – held at 2014 funding 0.00%

Sales, rentals, and services 1.00%

Salaries and benefits – grid step increments 1.00%

– cost of living allowance 0.00%

Materials, supplies and services 1.00%

Cost of sales, rentals and services 1.00%

Maintenance and repairs 1.00%

The college continues to explore both cost savings and revenue generation opportunities with the view to address the deficits in years 2015 and 2016.

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Lethbridge College

Statement of Operationsfor the years ended June 30(thousands of dollars)

By function 2014 2015 2016

Revenue

Government of Alberta 49,918 49,619 49,619

Federal and other government grants 1,020 1,020 1,020

Tuition related fees 17,817 17,994 18,174

Sales, rentals and services 9,811 10,209 10,611

Contracts programs 1,404 1,404 1,404

Investment income 1,300 1,300 1,300

Donations 844 844 844

82,114 82,390 82,972

Expense

Instruction 33,622 34,217 34,559

Academic and student services 14,689 14,857 15,006

Facility operations and maintenance 11,811 12,688 12,815

Institutional support 13,473 12,416 12,541

Ancillary service 7,840 8,151 8,233

Sponsored research 679 633 639

82,114 82,963 83,793

Excess expense over revenue - (573) (821)

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Lethbridge College

Statement of Operations

for the years ended June 30(thousands of dollars)

By object 2014 2015 2016

Revenue

Government of Alberta 46,283 45,984 45,984

Federal and other government grants 970 970 970

Tuition related fees 17,817 17,994 18,174

Sales, rentals and services 9,811 10,209 10,611

Contracts programs 1,404 1,404 1,404

Investment income 1,300 1,300 1,300

Donations 520 520 520

Amortization of external capital contributions 4,009 4,009 4,009

82,114 82,390 82,972

Expense

Salaries and benefits 55,534 56,182 56,744

Materials, supplies and services 10,174 10,276 10,378

Cost of sales, rentals and services 3,063 3,094 3,125

Utilities 1,657 1,674 1,690

Maintenance and repairs 5,221 5,273 5,326

Scholarships bursaries and awards 510 510 515

Debenture interest 487 487 492

Amortization of capital assets 5,468 5,468 5,523

82,114 82,963 83,793

Excess expense over revenue - (573) (821)

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Lethbridge College

Statement of Budgeted Cash Flowfor the year ended June 30, 2014(thousands of dollars)

Operating transactions

Excess of expense over revenue -

Add (deduct) non-cash items:

Amortization of tangible capital assets 5,468

Amortization of deferred capital contributions (4,009)

Change in employee future benefits (75)

Total non-cash items 1,384

(Increase) decrease in accounts receivable 500

(Increase) decrease in inventories and prepaid expenses (200)

Increase (decrease) in accounts payable and accrued liabilities 2,000

Increase (decrease) in deferred revenue Cash provided by (applied to) operations

Capital transactions

Acquisitions of tangible capital assets (3,870)

Proceeds on sale of tangible capital assets 30

(3,840)

Investing transactions

Purchase of investments, net of sales 700

Financing transactions

Endowment contributions 500

Capital contributions 983

Debt-net of repayments (331)

1,152

Increase (decrease) in cash and cash equivalents 696

Cash and cash equivalents, beginning of year 7,275

Cash and cash equivalents, end of year 7,971

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(1,000)

2,684

Lethbridge College

Capital Planfor the year ended June 30, 2014(thousands of dollars)

The capital plan for 2013-2014 includes acquisitions resourced by both external and internal funds.

Project ExternalInternally restricted Unrestricted Total

General provision - - 400 400

Security system upgrade 923 - - 923

Infrastructure maintenance program 55 - - 55

Electrical Grid Renewal Project 1,492 - - 1,492

Trades and Technology Renewal and Innovation Project 1,000 - - 1,000

3,470 - 400 3,870

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P R I O R I T Y C A P I T A L P R O J E C T S

Lethbridge College has an ongoing facility evaluation program that monitors the condition of its facilities and identifies maintenance issues as well as the cost of remedial work. The result is a multi-year project priorities plan. In keeping with the Campus Development Plan and the identified metrics and opportunities arising out of the Space Utilization Plan and in alignment with the Academic Plan, we continue to seek funding for the following priority projects:

Expansion projects:

Project title: The Learning CommonsProject priority: 1Project budget: $17.5M Project description and justification:

This project is in the initiation phase. The Buchanan Library houses the library, learning commons and the Learning Café. The space is heavily used in support of various academic and learning needs and has not seen renewal work since a major renovation in 1985. The existing space is compromising our ability to offer effective services. This project will transform the Buchanan Library by bringing together library and learning support services. The project is about supporting fundamental shifts in models of learning and research support that necessarily reflect rapidly changing pedagogy, technology, student profiles, patterns of learning and expectations, and how the world accesses, manages and exchanges information.

With rapid changes in technology and an increasing demand for knowledge resources anywhere, anytime, Lethbridge College realizes its Buchanan Library will play a greater role in providing the tools for our learners and faculty to have access to the most current intelligence to be successful in their field of study. The growth in digital databases, demand for 24/7 accessibility, the increase in off-campus and offshore learners and the rise in applied research require Lethbridge College to find new and innovative resources and supports for our learning community. The renovated building will also meet the requirements of the Campus Development Plan and support social interaction for local and visiting students, faculty and community, offering vital assistance and learner support to those who require it most.

The Learning Commons will strengthen the personalized experience that Lethbridge College is committed to providing to its learning and research community. This project is central to the college’s vision of future learning, of attracting and retaining new students and excellent instructors and staff and to the renewal of the campus as a whole.

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Renewal projects:

Project title: Andrews Building Renewal ProjectProject priority: 1Project budget: $7.5M Project description and justification:

This project is in the initiation phase. The anticipated scope of work involves modernization of the kitchen, servery and food services areas to better support academic teaching and learning in the culinary program and general student body. The culinary academic program has evolved over time to meet the requirements of industry. The kitchen and teaching spaces require renovation to accommodate new equipment that supports new pedagogy. The new equipment will provide a modern teaching and work environment and allow a seamless transition into the work force and work environment for our learners.

Project title: Paterson Renewal ProjectProject priority: 2Project budget: $4.5M Project description and justification:

The anticipated scope of work of this project involves renewal of the remainder of mechanical systems not addressed in the 2008 upgrade. It includes new lighting, ceiling systems, hazardous material removal, curtain wall replacement and redesign of entrances to meet current building code.

Project title: Natural Gas Utility Distribution (Campus Wide) Renewal ProjectProject priority: 3Project budget: $2.2M Project description and justification:

This project will include renewal of all high pressure natural gas distribution. The existing system is nearing the end of its expected life cycle and planning for replacement is required.

Project title: Storm Water Retention Ponds (Campus Wide) Renewal ProjectProject priority: 4Project budget: $2.2M Project description and justification:

This project will manage the storm water retention system for the campus to meet current environmental legislation and demonstrate accepted sustainability practice.

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A scorecard is a framework that translates strategic directions into a set of performance measures that help indicate how well an organization is doing. Ideally, the scorecard should include measures from all aspects of the business, and should include both long and short-term indicators.

The Lethbridge College Scorecard for 2013-14 is a scorecard that reflects transition to a new strategic plan. While the major components of the strategic plan (Mission, Values, Principles, Vision and Strategies) were approved by the Board of Governors in June 2013, the plan will be fully developed and an implementation plan created in the transition year of 2013-14. The scorecard therefore includes measures that better reflect leading indicators (process measures) and our targeted milestones together with some outcome measures. In subsequent years, we will be able to include more outcome measures (lagging indicators) and be able to observe the trends over time. Some outcome measures are noted in the Comprehensive Institutional Plan as Key Performance Indicators (KPIs) and are required by Enterprise and Advanced Education (EAE). While a balanced scorecard cannot measure every aspect of a business, it is a good indicator of the college’s performance as a whole and signals to the college community the priorities for the coming year.

Lethbridge College’s scorecard is presented to the Board of Governors on a regular basis. The board uses it to monitor the progress of the college and the performance of the President and CEO. It will also be posted on the college’s website as part of Lethbridge College’s commitment to transparency and public accountability. The four major categories included in the Lethbridge College scorecard are Strategic, Operations, Key Internal Processes, and People.

The strategic category contains three major components – the beginning of construction on the TTRIP building, the completion of an implementation plan for the new strategic plan, and the creation of a profit center for business development and industry training.

The Operations category focuses on three key areas of our business – Strategic Enrolment Management (SEM), Teaching and Learning, and Financial. Although SEM and Teaching and Learning are included in the Internal Processes in the Lethbridge College Strategy Map, the performance measures this year relate to an operational focus for these processes. Strategic Enrolment Management (SEM) is fundamentally the core of our business as it speaks to an optimized and strategic program mix, to recruitment and retention, to student success and to the resources required to excel in 2013/14. Teaching and Learning will focus specifically on new learning experience (program) development.

While many more key internal processes exist, we highlight two this year that we believe are foundational to the success of the whole college and specifically the components identified in the Strategic category this year. These two processes are Applied Research and the Capital Campaign. All the components in each of the categories on the scorecard are mission focused and will only be achieved through engagement of our entire college community.

We are committed to the development of our people and have chosen to include two critical components for success in the People category: people development and the creation of a performance/results-based culture that is driven by the passions and strengths of our people, and leadership capacity which demonstrates our commitment to providing leadership education that is focused on leading the change at Lethbridge College in the context of leading and transforming education in Alberta.

L E T H B R I D G E C O L L E G E S C O R E C A R D

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I Enterprise and Advanced Education (2012). Campus Alberta Planning Resource 2012, pg.8. Alberta Enterprise and Advanced Education - Campus

Alberta Planning Resource

II IBID, pg.20

III IBID, pg.8

IV IBID, pg.2

V IBID, pg.40

VI Alberta Government (2013). Budget 2013 Responsible Change Economic Outlook, pg.105. Alberta Budget 2013: Responsible Change - Detailed

Budget Documents

VII Enterprise and Advanced Education (2012). Campus Alberta Planning Resource 2012, pg.19-20. Alberta Enterprise and Advanced Education -

Campus Alberta Planning Resource

VIII IBID, pg. 5

CATEGORY OUTCOME THRESHOLD TARGET EXCELLENCE

STRATEGIC

TTRIP

(Trades and Technology Renewal

and Innovation Project)

Construction to begin by July 1,

2015, for completion prior to fall

of 2018.

Construction to begin prior to

July 1, 2015, for completion

prior to fall of 2018.

Construction to begin by July 1,

2014, for completion prior to fall

of 2017.

Implementation of Strategic

Plan

80% of the implementation plan

completed by Dec. 1, 2013.

100% of the implementation

plan complete by Dec. 1,

2013.

Implementation initiated by Feb 1,

2014 and three or more implemen-

tation milestones achieved.

Business Development and

Industry Training

New centre to post profit loss that

is less than the salary cost of new

director in 2013-14.

New centre to meet budget

(profit margin of 10%) in

2013-14.

New center to exceed budgeted

profit by 5% in 2013-14.

OPERATIONS

Strategic Enrolment

Management

70% of metrics and targets set by

Oct. 1, 2013.

80% of metrics and targets

set by Oct. 1, 2013.

100% of metrics and targets set

by Oct. 1, 2013.

Teaching and Learning Two new learning experiences

(programs) developed and

submitted to EAE for approval by

June 30, 2014.

Three new learning experi-

ences (programs) developed

and submitted to EAE for

approval by June 30, 2014.

Note: one must be the BTech

in Environmental Science.

Four new learning experiences

(programs) developed and

submitted to EAE for approval

by June 30, 2014. Note: one

must be the BTech in

Environmental Science.

Financial Post no more than 1% deficit*. End 2013-14 fiscal year with a

balanced budget.

Post a 1% surplus.

KEY INTERNAL PROCESSES

Applied Research Increase grant funding by 8%

and set a minimum of one

additional indicator with measures

and targets by Jan. 1, 2014.

Increase grant funding for ap-

plied research by 10% and set

a minimum of three additional

indicators with measures and

targets by Jan. 1, 2014.

Increase grant funding by 12%

and set a minimum of five

additional indicators with measures

and targets by Jan. 1, 2014.

Capital Campaign

“The Possibilities are Endless.”

Achieve 80% of goal for 2013-14

to bring total private dollars

raised to $17.3 million.

Achieve 100% of goal for

2013-14 to bring total private

dollars raised to $18.3 million.

Achieve 120% of goal for 2013-14

to bring total private dollars raised

to $19.3 million.

PEOPLE

People Development People Plan complete by Jan. 1,

2014, and all College Leadership

Council members enrolled and

participating in the Performance

Management Plan by May 1,

2014.

People Plan complete by Jan.

1, 2014, and all Management

Forum members enrolled and

participating in the

Performance Management

Plan by May 1, 2014.

People Plan complete by Jan. 1,

2014, and all Management Forum

members plus 20% of full time

employees enrolled and participat-

ing in Performance Management

Plan by May 1, 2014.

Leadership Capacity Target achieved for 7/9 score card

measures and a minimum

of threshold achieved on

remaining two.

Target achieved for 9/9 of

other scorecard outcomes.

Excellence achieved on two or

more of the other nine scorecard

outcomes.

* If deficit occurs, reserves will be used to meet balanced budget.

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