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2020-2022 STRATEGIC PLAN
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Page 1: 2020-2022 STRATEGIC PLAN...Richland Community College 2020‐2022 Strategic Plan The Strategic Planning Team has developed the 2020‐2022 Strategic Plan to provide strategic direction

2020-2022 STRATEGIC PLAN

Page 2: 2020-2022 STRATEGIC PLAN...Richland Community College 2020‐2022 Strategic Plan The Strategic Planning Team has developed the 2020‐2022 Strategic Plan to provide strategic direction

Richland Community College 2020‐2022 Strategic Plan

The Strategic Planning Team has developed the 2020‐2022 Strategic Plan to provide strategic direction for Richland Community College over the next three years. The Plan is divided into four goals: To provide relevant, high‐quality learning oportunities; To foster student success and completion; To enhance and cultivate partnerships in business, education, government, and communities to meet current needs of students and emerging trends of the region; To create a sound financial system that maintains long‐term operational funding, promotes operational sustainability, and utilizes an effective organizational structure. 

The Plan was built using information gathered from a number of sources, including documents from the Higher Learning Commission, CTE Advisory Committees, the Enviromental Scan, and focus groups conducted over the past year. The Planning Teams also connected the Strategies and Results to the College Mission  and Vision , the Governor's recent report A Plan to Revitalize the Illinois Economy and Build the Workforce of the Future  (10/2019), the Higher Learning Commission Criteria for Accreditation , the Illinois Plan for the Carl D. Perkins Career and Technical Education Act (Perkins V), and other Illinois Community College Board planning initiatives. This collaborative effort reflects the principles of the Partners in Leadership Accountability template of See It, Own It, Solve It, Do It , relying on evaluation, evidence‐based decision making, and commitment to the success of the College.  Goal Teams were charged with identifying key strategies to address the goals, determining key stakeholders to manage the strategies, addressing required resources for budgeting and personnel planning, and developing measurable results to show success. In addition, the Teams have, where appropriate, tied the strategies to the Higher Learning Commission Criteria for Accreditation and the Governor's plan. 

The Strategic Plan reflects the diligence and vision of those involved in developing the plan. The members of the Goal Teams and the contributors to the Environmental Scan  are listed on the next page.  

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Participants in the Strategic Planning Process:Goal 1: Teaching and Learning Goal 2: Student Success Goal 3: Workforce and Community Goal 4: Operational HealthDr. Denise Crews and Ellen Colbeck, Co‐Champions Dr. Isaac Zuniga and Andy Hynds, Co‐Champions Rev. Courtney Carson and Joe Feinstein, Co‐Champions Greg Florian and Megan Moore, Co‐ChamAlex Berry Sally Anselmo Seth Brozio Robin BollhorstDr. Leanne Brooks Shelly Baldwin Tony Crystal Madonna BrownJody Burtnett Shannice Berry Jeff Davison Jody ChambersMatt Cardinal Prem Chandra Karen Lockhart Steve GilbertzLouise Greene Dr. Laurie Hughes John Oliver Joy HarveyKona Jones Michaila Long Julie PangracTara Mata Meredith Johnson‐Palmer Terrence TaylorDr. Chris Merli Diana Watts Dr. Clarice ThomasDr. Priscilla Palmer Brian TuckerSam Perryman Tracy WithrowChris SengerBrenden Wilson

Contributors to 2019 Environmental Scan:

Sally Anselmo Andy HyndsAlex Berry Meredith Johnson‐PalmerShannice Berry Kona JonesRobin Bollhorst Lisa ManalisayDr. Leanne Brooks Julie MeltonJody Burtnett Megan MooreEllen Colbeck John OliverJeff Davison Jessica PickelJoe Feinstein Dr. Clarice ThomasGreg Florian Teena Zindel‐McWilliamsLouise Greene

Logistics Team: Dr. Juanita Morris, Jessica Pickel, Teena Zindel‐McWilliams

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Why? How? Results? Risks?

(Anticipated Outcome)(Human, Technology, Facilities, Equipment, or 

Financial Assets)(How we know we were successful)

If we do not accomplish the initiative, what are potential consequences?

Strategy Responsible Key

Strategic Plan Goals(Verb + Area of Focus + Target 

Population)Person(s) Collaborators/

Stakeholders

Provide relevant, high‐quality learning opportunities.

A. Improve the quality of learning using a Teaching and Learning Center (TLC) to provide professional development. 

Develop a Teaching & Learning Center (TLC) that includes both an online component and a physical presence on campus. 

Designated champion

Faculty (full‐time & adjunct) & staff (input into TLC design, topic selection & presentation creation);SLOA (provide assessment results);Operations (design & remodeling);Deans & supervisors (ensure participation);Online Learning;HR staff

• Personnel to head initiative• Visit other TLCs (time & funds for travel)                       • Platform for online component of TLC • Physical space for Center & funds to remodel• Access to Cross Disciplinary Outcomes assessment results• Access to One Button Studio • Funds to develop videos• Funds to sponsor speakers • Funds to purchase webinars                • Funds to host seminars• Stipends for adjuncts

Year 1 Results•Personnel designated to lead initiative   • Other TLCs visited• Platform for online TLC component determined

Year 2 Results• Topics developed • Online TLC developed• On‐campus TLC designed 

Year 3 Results• On‐campus TLC constructed• Online TLC fully integrated with*80% of full‐time faculty will participate in TLC prof dev with a teaching & learning focus*80% of full‐time staff will participate in TLC prof dev with a teaching & learning focus*60% of part‐time faculty will participate in TLC prof dev with a teaching & learning focus*60% of part‐time staff will participate in TLC prof dev with a teaching & learning focus

• Faculty and staff may not have knowledge to serve students.• Enrollment could decline.• Not be compliant with HLC Criterion 3.C.5. The institution has processes and resources for ensuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development  and 5.C.6.  The institution implements its plans to systematically improve its operations and student outcomes.

3.C.5; 5.C.6

B. Expand educational partnerships to create cohesive transitions (high school, universities, and industry).

B1. Expand Transfer Academy. VP Academic Services

VP AS; Deans; Student Success staff; H.S. Admin & students    

• Faculty to teach additional courses offered• Funding for tuition 

Year 1• AA pathway with DPS implemented by Fall 2020• 80 credit hours (2.66 FTE) addedYear 2• Investigation conducted to  expand AA pathway to other high schools• 480 credit hours (16 FTE) addedYear 3• AA pathway implemented at additional high schools• 1000 credit hours (33.33 FTE) added

B1. Grow Enrollment Key Result could be negatively impacted.

3.D.2

Links to Govenor's Plan for Economic 

Recovery

Links to HLC criteria for accreditation

RICHLAND COMMUNITY COLLEGE ‐ STRATEGIC PLAN

Activities Required Resources Key Result

What? Who?

(Bold Idea) (Accountability)

Goal 1:  Provide relevant, high‐quality learning opportunities.

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B.2. Develop an Education pathway in which students can finish a bachelor degree in Decatur.

VP Academic Services

VP AS; Deans; Student Success staff; H.S. Admin & students 

Time for Deans, faculty, & VP AS to work with 4‐yr institution 

Year 1• 1 paraprofessional‐to‐teacher credential pathway developed with a 4‐year institutionYear 2• 15 students enrolled in teacher credential pathwayYear 3• Persistence of 80%

•  Teacher shortage not addressed HLC Criterion 1.B.1 The institution’s actions and decisions demonstrate that its educational role is to serve the public, not solely the institution or any superordinate entity.

B.3. Develop more transfer pathways (program/major specific) to 4‐yr institutions.

VP Academic Services

VP AS; Deans; Student Success staff; H.S. admin & students 

Time for Deans & Student Success staff to identify programs/majors & institutions & then time to develop. Could include travel to institutions. 

Year 1• 1 (program/major specific) pathway developed with a 4‐year institutionYear 2• 1 (program/major specific) pathway developed with a 4‐year institutionYear 3• 1 (program/major specific) pathway developed with a 4‐year institution

• Students take longer to complete degree at transfer institution or might not be eligible to transfer directly into a program/major.HLC Criterion 1.B.1   The institution’s actions and decisions demonstrate that its educational role is to serve the public, not solely the institution or any superordinate entity.

1.B.1

B.4. Develop registered apprenticeships for industry clusters identified by the Illinois Economic Plan  (Agribusiness and Ag Tech, Energy, Information Technology, Life Sciences & Healthcare, Manufacturing, Transportation & Logistics)     

1., 2., & 3. VP Academic Services

Faculty, students, local businesses and industry, Director Workforce Development, Workforce Investment Solutions, Career & Completion Coach

•  Time to reach out to businesses & industry to determine needs. •  Time to coordinate, evaluate, & follow up with students participating.

Year 11 registered apprenticeship developedYear 21 registered apprenticeship developedYear 31 registered apprenticeship developed

•  Employer needs not met. •  Students not prepared for employment.HLC Criterion 1.B.1 The institution’s actions and decisions demonstrate that its educational role is to serve the public, not solely the institution or any superordinate entity.

Registered Apprenticeships

1.B.1

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C. Determine relevant learning opportunities to grow communities.

Engage external constituencies from industry clusters identified by the Illinois Economic Plan  (Agribusiness and Ag Tech, Energy, Information Technology, Life Sciences & Healthcare, Manufacturing, Transportation & Logistics) as well as Banking & Finance and Education (local interests) to discuss trends & identify gaps to determine how Richland can respond to their learning needs.

Institutional Effectiveness

Deans; Director, Workforce Development; program directors; faculty; area businesses & industries; District Chambers of Commerce

• Time and space to conduct round tables• Personnel to participate• Professional organizations & businesses identified for each industry cluster• Personnel to analyze gaps and determine feasibility to create programs/services to fill them• Time and funds to create feasible programs & services

Year 1• Industry clusters prioritized & 2 round tables conducted• Recommendations of round tables acted uponYear 2• 3 round tables conducted• Recommendations of round tables acted uponYear 3• 3 round tables conducted• Recommendations of round tables acted upon

• Perkins Goals– Increase responsiveness to communities’ workforce needs & engaging communities & strengthening partnerships • Without determining future needs, Richland will be reactive instead of proactive in creating programs needed by employers.HLC Criterion 1.B.3. The institution engages its external constituencies & response to their needs as its mission & capacity allow.

Downstate revitalization; retain young talent; relationships with prospective and current employers

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Why? How? Results? Risks?

(Anticipated Outcome)(Human, Technology, Facilities, Equipment, or Financial Assets)

(How we know we were successful) If we do not accomplish the initiative, what are potential consequences?

Strategy Responsible Key

Strategic Plan Goals(Verb + Area of Focus + Target 

Population)Person(s) Collaborators/

Stakeholders

Foster student success and completion.

Strengthen the College's relationships with service area stakeholders.

Enhance relationships with local K‐12 communities.

VP, Student Success; Director, Enrollment Management

Internal constituents; K‐12 administrators and staff; faculty

•Funds for marketing materials•Training for internal constituents

Implementation of process that captures activities that College faculty, staff,and students engage within service area. 

Decrease in Enrollment 5.C.5

Develop programming to attract high school students to enroll in college credit courses. 

Director, Enrollment Management; Enrollment Coach; Director, Marketing

Local K‐12 Districts; Deans; Richland faculty

•CIP Team information on Ambassador Program •Funds for marketing •Funds for events 

Growth in enrollment of entering freshmen by 2% from fall to fall

Students enroll at other institutions.Stagnant enrollment numbers; lack of new intake

Increase outreach to non‐traditional potential students.

VP, Student Success; Director, Enrollment Management

Retention Committee Chairs

•Input from Enrollment/Success Coaches on schedule needs•Marketing support •Staff availability to visit off‐site locations•Staff time to develop strategies

Increase in headcount:                              • Year 1‐ 3%                                             • Year 2‐ 4%                                   •Year 3‐ 5%

Increase in underserved populations:    • African American Students‐5% •LatinX‐ 3%

Enrollment and retention decline.

State funding reimbursement loss.

Impact on employment levels 

4.C.1

Increase student retention.

Strengthen the Student Onboarding Process.

Director of Student Development

High School Partners; Marketing

•Funds to purchase sdd‐on features of Hobson Starfish (Student Intake and Student Success Plan Components)•Training time

•Increase in student retention: 3%•Increase in graduation rates: 4% •Increase transfer to four‐year universities: 5%

Enrollment and retention decline

Funding reimbursement loss.

3.D.1

Explore the guided pathways model and framework. 

VP of Student Success, VP of Academic Success, Deans, Faculty, 

Registrar, Director of Student Development

•Staff time for research•Staff and faculty time for development

•Increase in students completing college certificates and degrees by 5%•Increase in Full‐time Equivalency (FTE) by 3%.

Stagnation in degree/certificate offerings to students; decline in student completion.

3.A.2

Identify and serve populations that would benefit from transitional support. 

Institutional Effectiveness, AIS Staff, VP Student Success, 

Diversity Committee; RCC Foundation; Retention Committee 

•Funds (if needed) to implement strategies for student transition

Increase in Full‐time Equivalency by 3%

Vulnerable student populations unable  to achieve college and career goals.

Inequitable student outcomes.

Links to Govenor's Plan for Economic 

Recovery

Links to HLC criteria for 

accreditation

RICHLAND COMMUNITY COLLEGE ‐ STRATEGIC PLANGoal 2:  Foster student success and completion. 

Key Result

What? Who?

(Bold Idea) (Accountability)

Activities Required Resources

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Increase student completion. 

Identify and address student basic need barriers, including but not limited to student textbook costs, college readiness for high school graduates, financial aid processes, and mental health/counseling

Director of Student Development, Deans, Faculty

RCC Foundation; Financial Aid; Faculty; Deans

•Funds to address student barriers•Personnel for mental health/counseling

•Increase in foundation support     •College‐level course success rate increased by 5%. 

Students would remain unable to access basic services to address basic needs and remain on track. 

3.D.1; 3.B.3

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Why? How? Results? Risks?

(Anticipated Outcome)(Human, Technology, Facilities, Equipment, or 

Financial Assets)(How we know we were successful)

If we do not accomplish the initiative, what are 

potential consequences?

Strategy Responsible Key

Strategic Plan Goals(Verb + Area of Focus + Target 

Population)Person(s) Collaborators/

Stakeholders

Enhance & cultivate partnerships in business, education, government, and our communities to meet current needs of students and emerging trends of the region. 

Connect with district employers to identify needed skills, and collaborate in the delivery of training opportunities.

Identify businesses, education, and government entities within the District with which Richland should have relationships. 

Executive Director of Essential Skills

Director of Workforce; Essential Skills & Workforce staff

Staff time (Essential Skills + Workforce Dept staff); non‐credit training salesperson 

Identification of 5 new entities  Stagnation of growth; not meeting employer needs, leading to loss of partnerships

Treat prospective businesses like valued customers

5.C

Initiate relationships & assess potential partnerships with identified businesses, education, and government entities 

Executive Director of Essential Skills

Director of Workforce; Essential Skills & Workforce staff

Staff time (Essential Skills + Workforce Dept staff); non‐credit training salesperson 

complete assessment of 10 potential partnerships

Treat prospective businesses like valued customers, Downstate revitalization

5.C.

Forge partnerships & identify employer needs that the College can assist with 

Executive Director of Essential Skills

Director of Workforce; Essential Skills & Workforce staff

Staff time (Essential Skills, Workforce Dept); non‐credit training salesperson 

Formalize 40% of assessed partnerships Treat prospective businesses like valued customers, Downstate revitalization

5.C.

Grow & improve advisory boards 

Perkins Coordinator Executive Director of Essential Skills, Director of Workforce, faculty, Essential Skills & Workforce staff, Perkins Coordinator, CTE program administrators

Staff time (Essential Skills, Workforce Dept, CTE program administrators, &  Perkins Coordinator)

Increas advisory boards meetings to 2 per year for 20% of CTE programs.  Increase participating stakeholders by 10% 

Treat prospective businesses like valued customers

1.A, 1.B,1.C,2.B,5.C

Provide equity & justice training to employees 

Director of Human Resources

Director of Career Services Staff time (Director of Career Services, HR staff)

Develop training curriculum.  Train 30% of full‐time employees.

Increase investment in communities of color, Retain young talent

1.B,1.C,2.A,2.D

Activities Required Resources Key ResultLinks to Govenor's Plan for Economic 

Recovery

Links to HLC criteria for accreditation

RICHLAND COMMUNITY COLLEGE ‐ STRATEGIC PLAN

Goal 3: Enhance & cultivate partnerships in business, education, government, and communities to meet current needs of students and emerging trends of the region. 

What? Who?

(Bold Idea) (Accountability)

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Enhance equity & justice opportunities for students 

Director of Career Services Staff time (Director of Career Services) Train 10% of students per year Deliver end‐to‐end career services for displaced workers, Retain young talent

3.C, 4.A, 5.C

Identify opportunities / forge relationships with employers & organizations who can assist in internship & job placement for students with special needs

Director of Career Services Director of Workforce; Essential Skills & Workforce staff

Staff time (Director of Career Services; Essential Skills and Workforce staff)

Provide internship opportunities for 70% of students with special needs to are seeking an internship

Deliver end‐to‐end career services for displaced workers

1.B,1.C,5.C

Improve prior learning & experiential credits available to students 

Director of Enrollment Services

Director of Workforce; Essential Skills & Workforce staff

Staff time (Enrollment Services and Workforce staff)

Review opportunities that are linked to 5% of current academic programs & update as appopriate

Deliver end‐to‐end career services for displaced workers, Retain young talent

3.C, 4.A, 5.C

Share information regarding Richland activities and opportunities within our internal & external communities to better connect with & inform individuals. 

Deliver a “State of the College” address to all constituents of our district 

President Cabinet Staff time, possible venue + catering expenses

Deliver the presentation to a live audience; livestream & make available for later viewing

Increase investment in communities of color, Retain young talent, Treat prospective businesses like valued customers

1.A, 1.B,1.C,2.A,2.B

Improve communication of education‐to‐career pathways to individuals in our communities

Director of Marketing Executive Director of Essential Skills, essential skills staff

Staff time, funding for marketing campaigns

Develop targeted communications plan for 10% of college programs per year.  Execute the developed plans.

Increase investment in communities of color, Retain young talent

1.A,2.B

Ensure that information is shared beforehand to allow for participative planning & cross‐team involvement 

CIO Director of Marketing Staff time  Develop conceptual frameworks for 2 new programs to present to local employers & other potential training partners each year

Treat prospective businesses like valued customers, Retain young talent

5.C

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Deliver data‐informed innovative programs & services that align with the rapidly developing workforce to become a labor market‐responsive community college 

Investigate national trends & develop program frameworks in anticipation of community needs 

Director of Workforce Director of Workforce, Essential Skills & Workforce staff

Staff time  Develop conceptual frameworks for 2 new programs to present to local employers & other potential training partners each year

Treat prospective businesses like valued customers, Retain young talent

5.C.

Increase work‐based learning (internships, co‐ops, apprenticeships) 

Director of Career Services Director of Workforce, Executive Director of Essential Skills

Staff time Increase the registered apprenticeship programs or internships by 5% each year

Retain young talent

3.C,4.A

Create minority mentor protégé program 

Executive Director of Essential Skills

Essential Skills staff Staff time, funding for course materials, funding for marketing campaign

Partner 10 program recipients with mentor partners per year

Retain young talent

1.B,1.C

Create additional entrepreneurship training pathways 

Executive Director of Essential Skills

Essential Skills staff Staff time, funding for marketing campaign, funding for course materials & instructors

Deliver & market entrepreneurship training pathway for prospective small business owners.

Connect the Illinois start‐up ecosystem, Retain young talent

3.C,4.A

Create re‐entry training program 

Executive Director of Essential Skills

Essential Skills staff Staff time, funding for marketing campaign, funding for course materials & instructors, funding for support staff

Create complete training program.  Move one class of students through the program from inception to graduation per year.

End‐to‐end career services for displaced workers, increased investment in communities of color

1.B,3.C

Deliver essential skills training to grade 5‐12 students 

Executive Director of Essential Skills

Essential Skills staff Staff time, funding for course materials, funding for staff

Create Essential Skills grades 5‐12 training program.  Deliver in‐classroom training sequence to 100 grade 5‐12 students per year.

Retain young talent

1.B,1.C

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Why? How? Results? Risks?

(Anticipated Outcome)(Human, Technology, Facilities, Equipment, 

or Financial Assets)(How we know we were successful)

If we do not accomplish the initiative, what are potential consequences?

Strategy Responsible Key

Strategic Plan Goals(Verb + Area of Focus + Target 

Population)Person(s) Collaborators/

Stakeholders

Create a sound financial system that maintains long‐term operational funding, promotes operational sustainability, and utilizes an effective organizational structure and maintains resources.

A. Position the College for financial stability that addresses varying income sources.

Establish fund balance reserves equal to 6 months' expenditures.

Vice President, Finance & Admin

Controller, Budget Review Committee & Budget Managers, Cabinet 

Software purchaseStaff training, including budget managers

Year 1: Implementation of Forecast 5 Plus Software completed with new revenue and expenditure reports to the Board; cash flow reports reviewed quarterly. Year 2: Monthly cash flow to match annual budget developed; new reports to the BoardYear 3: General Fund balance equal to 6 months of current budget expenditures.

Insufficient working capital;Need to borrow funds to complete FY

B. Create financial reserves to fund new initiatives.

Identify and restrict funds to create a reserve of $600,000 for new initiatives.

Vice President, Finance & Admin

Budget Review Committee & Budget Managers 

Staff time for training and development

Years 1‐3: State funds or other surplus monies allocated to reserve account, not operating budget; Reserve of $600,000 for new initiatives created. 

Lack of funds necessary to fund program initiatives adequately.

C. Review Cost Control Systems for effectiveness.

Review Budget Process & purchasing procedures.

Vice President, Finance & Admin

Controller; Purchasing Coordinator

Purchasing Coordinator position created and filled. 

Year 1: Purchasing Manager hired; purchasing functions reorganized to create efficiencies and separate duties. Year 2: Cost review process developed with Purchasing and Budget Managers;Review Budget creation process with Forecast 5 for effectiveness; budgeting process adjusted as needed.

Fewer funds available to conduct College activities. Elimination of fradulent purchases.Inefficient budget development process that restricts appropriations

Links to Govenor's Plan for Economic Recovery

Links to HLC criteria for accreditation

Organizational/Operational: Finance 

Activities Required Resources Key Result

5.B.3, 5.B.4

RICHLAND COMMUNITY COLLEGE ‐ STRATEGIC PLANGoal 4: Create a sound financial system that maintains long‐term operational funding,promotes operational sustainability, and utilizes an effective organizational structure.

What? Who?

(Bold Idea) (Accountability)

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D. Seek alternative revenue sources

Identify new revenue streams. Vice President, Finance & Admin

President, Cabinet, Administration

Coordination of meetings with external businessesFunds for meetings (if needed)

Years 1‐3: Partnerships with external businesses to provide training and facility usage established and increased; essential skills curriculum available for sale; grant awards increased. 

Increased reliance on scarce and flat tax and tuition funding.Unrealized revenue potential.Limits Richland's ability to serve customers. Cannot meet student and community needs.

Enhance student learning spaces.

Provide more innovative and flexible learning environments across campus

VP Finance Presdent, Cabinet, Administation

Financing for Master Plan Phase 1

Innovative, flexible learning enviroments incorporated in design; Project funded; construction started with January 2022 completion target. 

Project fails to address identified campus improvements. Student learning spaces do not enhance learning.

Deploy wireless printing services, allowing stuents to print from personal devices

CIO & CFO IT Department Financing  Allow students who operate on mobile devices or have limited access to printing services to create paper copies of electronic matierls

Students who do not have access to printing services through other means cannot submit hard copies of assignments to faculty.

Develop a comprehensive plan for digital signage across campus

CFO, CIO, Director of Marketing CIO and Marketing Finances; time and resources for development

Functional digital signage system that integrates with room scheduling and directory information for wayfinding

Future wayfinding improvements may address physical room locations but will still require visitors to access disconnected data sources to locate people & activities on campus.

A. Enhance faculty and staff training options and modalities. 

Utilize online and in‐person training options to provide effective training to staff and faculty

Director of Human Resources, HR Generalist

Human Resources/Faculty & Staff/Supervisors

SafeColleges online training software; HR and other personnel to design and deliver trainings; experts to present on campus

Years 1‐3: 75% pf employees indicate satisfied or very satisfied on training surveys; 80% compliance with completion of online training; mandatory training completed by 95% of staff.

Employees underperforming, required actions not taken, creating increased College liability

3.D.4, 3.C.5 B. Align current personnel resources to support optimal operations & student success.

Set optimal goals for staffing as % of budget

Vice President, Finance & Admin; Director of HR

Human Resources/Faculty & Staff; Deans; Cabinet

HR personnel and budget personnel; Program/Discipline Viability Team

Years 1‐3: Agreed upon staffing levels achieved;Program/Discipline Viability completed annually with recommendations; positions requested in budget process;General funds ratios of salary and benefits 70% of annual budget.

Under or overstaffed creating inefficiencies and excessive cost or work incomplete;Programs that are not meeting stakeholder needs and incurring increased costs; Cost overruns, unbalanced expenditures leading to staff reductions, borrowing to cover.

Organizational/Operational: Facilities

Organizational/Operational: Staffing

Organizational/Operational: Technology

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A. Create and implement an effective equipment replacement plan for all College computing equipment

Develop long‐range plan to fund IT lifecycle replacement of hardware and classroom technology

CIO & CFO IT staff and users Time to research equipment; personnel time for upgrades; training time for new users; budget allocations for equipment

Year 1: Funding included in budget; Operating systems that have reached end‐of‐life upgraded to the current release Year 2 & 3: Classroom computers that are more than 7 years old replaced.  Student‐facing technology meets minimum standards and is within 7‐year refresh cycle. 

Unsupported operating systems may serve as an attack vector for malicious software. Also, academic operations may be negatively impacted due to software incompatibilities. In‐classroom instructions will suffer due to additional technological incompatibilities & slower equipment.

Maintain and enhance the IT infrastructure to support College operations and to provide consistent content delivery.

Update outdated systems and provide redundancy and security throughout College networks.

CIO & CFO IT staff and users Time allocation for replacement; IT staff

Outdated wireless access points in all college facilities replaced with 802.11ac devices to support modern hardware and density.

Continued increases in wireless device usage will outstrip available capacity, preventing core academic & administrative functions

Contract for additional bandwidth, through an alternate ISP to provide redundancy and increase bandwidth limitations across campus

CIO & CFO IT staff and users Time allocation for upgrades; IT staff

Additional bandwidth available throughout the College

ISP failure at the main campus will paralyze critical academic & administrative operations & telecommunication systems

Invest in and implement cloud‐based disaster recovery to store mission‐critical systems for business continuity at a secondary offsite location.

CIO & CFO IT staff and users Time allocation for upgrades; IT staff

Cloud‐based disaster recovery in secondary offsite location initiated. 

Damage to live systems & onsite backups could result in the complete destruction of data & mission‐critical systems

Perform annual tests of the disaster recovery system and modify as necessary.

CIO & CFO IT staff and users Time allocation for testing; IT staff; other personnel

Results of annual tests positive, with necessary modifications made in a timely way.

Ineffective tools & procedures could result in the complete destruction of data & mission‐critical systems

Replace remaining HP network switches at the main campus with Cisco hardware for security and stability

CIO & CFO IT staff and users Time allocation for upgrades; IT staff

HP network switches replaced with positive results

Accidental or malicious attacks on College network infrastructure may not be able to be quickly mitigated due to differences in heterogenous network management protocols

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ONE COLLEGE PARK � DECATUR, ILLINOIS 62521217.875.7211 � RICHLAND.EDU


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