Institutional Overview: Southeast Technical Institute

Distinctive Organizational Features and Brief History

Southeast Technical Institute (STI) is a public, non-profit technical institute authorized by the State of South Dakota to deliver two-year technical education in the region. Southeast is one of four technical institutes in the state.

Mission: To educate individuals for employment opportunities, professional growth, and life-long learning. This is achieved by providing quality accredited programs, customized training, continuing and adult education opportunities, and an environment that fosters student-centered learning.

Vision: Creating Workforce Excellence (revised spring 2010)

Core Values:

• student centered on satisfaction and success
• excellence and continuous quality
• environment which fosters student mastery of technical skills
• innovation and creative solutions
• respect for the dignity and worth of all persons
• collaboration with stakeholders to accomplish mission
• accountability to stakeholders

Location and Brief History

Situated in Sioux Falls, South Dakota on the Interstate 29 corridor in the southeast corner of the state, Southeast Technical Institute serves northwest Iowa, southwest Minnesota, northeast Nebraska, and southeast South Dakota. Sioux Falls has a metro population of over 238,000 (and a city population over 160,000 as of July 2009).

Established in 1968 as a vocational school, STI has grown into a regional center for workforce development, offering two-year technical degrees, diplomas, and certificates. Southeast Area Vocational Technical School opened classes in 1968 in a wing of a local high school. In 1970, the school moved to three other campus locations. In 1990, the school was relocated to its current 138-acre campus off Interstate 29. Southeast Area Vocational Technical School officially changed its name to Southeast Technical Institute in July 1993.

The Sioux Falls District School Board is responsible for oversight of the institute. In 2007, an STI Council was created to provide input, strategic direction, and advocacy for the institute. Recommendations of the council are submitted to the local School Board. Programs and funding allocations are approved through the South Dakota State Board of Education, which is also responsible for program reviews.

Distinctive Institutional Features

• One of only four technical institutes in the state and serving the largest metropolitan area.
• Third largest graduating class among higher education institutions in the state.
• More than 65% of STI graduates are employed in the state and contribute to the state’s economy.
• Employers consistently reporting high satisfaction with Southeast’s graduates for the last 10 years.
• Health programs consistently with waiting lists and high pass rates on licensure exams.
• State-of-the art equipment, labs and mock work stations.
• Wireless network system available in all campus buildings (first in the state).

Comprehensive laptop program with 1500 student laptops to increase student access to technology 24/7 and onsite repair and support (first in the state).

• Learners to Leaders program for at-risk high school students funded by local business.
• Modern facilities including current renovation of Mickelson Center with an integrated Student Success Center for student support.
• 100 percent of programs conducting and reporting on student learning  assessments annually.
• IT innovations such as networked printer system, VOIP phone and campus alert system.

01 Goals for Student Learning

STI’s primary focus is educating for employment; therefore, the goals for student learning are aligned with industry standards and set by program faculty with input from business and industry. All programs have identified and published learning outcomes, which guide student learning. STI has identified four broad institutional learning outcomes which are imbedded in coursework across the programs. Each program interprets how the broad outcomes are achieved and measured. Graduates are expected to acquire skill in technology, problem solving and critical thinking, communication, and professionalism.

Key Programs and Support Services

STI offers over 40 associate in applied science degrees, diplomas, and certificates in the following program divisions: Advanced Technology, Engineering, Health and Human Services, Industrial Technology, Transportation Technology, Horticulture, and Business and Communications. A General Education Division offers the core curriculum for the programs.

Support Services include Jenzabar’s Campus Management System which supports administrative functions such as Financial Aid, Registration, Business Office, Admissions, and Academics (learning management system, grade reporting, etc.). Other infrastructure support includes the wireless network, laptop program, and a technical support staff. Vendors such as Microsoft, Apple, eCampus, and iParadigm’s Turnitin support STI’s technology needs. General comprehensive student support also includes tutoring, disability accommodations, personal counseling, library services, and affordable housing options adjacent to campus.

02 Key Non-Credit Areas

The Business and Industry Training Division offers non-credit customized and continuing education training for local employers, as well as short-term certificate programs.

The Adult Education and Literacy Program offers GED, English as a Second Language, and basic skill training in mathematics, English and reading.

03 Requirements and Expectations of Student and Other Stakeholder Groups

STI’s stakeholder expectations are directly aligned with the mission of educating for employment. The State mandates that STI provide technical education for the region and expects accredited programs, workplace standards, and fiscal responsibility. Employers want qualified graduates who can perform “Day 1,” with a strong work ethic and skills such as teamwork and communication. Community stakeholders want educational choices and contribution to the tax base. Business and industry leaders want educational options which attract potential employers to the region. Students attend STI to earn degrees, diplomas, or certificates to gain employment or to upgrade skills for employment.

As indicated in Table 0.1, 56 percent of Southeast’s students are under age 21, 87 percent are white, and 79 percent attend STI fulltime.

Table 0.1 Student Data

*Based on 16 credits per semester

Demographics for surrounding region:

• Population of metro area (2009 est.): 238,122
• Population of Sioux Falls (2009 est.): 157,935
• Median Household Income: $56,150 (2005 HUD)
• Minority Population: 11.1% (as of July 2010)
• Poverty Rate: 8.4%
• Unemployment Rate: 4.3%

Competition

Southeast’s location in the largest metropolitan area in the state positions it in a highly competitive environment. All of the state’s universities have a local presence at the newly constructed branch campus just north of STI’s campus. These universities, as well as proprietary schools, Colorado Tech, Globe University, North American University, and Killian Community College, and two private colleges, the University of Sioux Falls and Augustana College, all compete for a declining pool of students. Schools such as the University of Phoenix offer online programs in the area. Furthermore, many of these institutions have increased aggressive marketing to STI’s target population. Competition also results from the immediate employment needs in the region as students acquire jobs before graduating.

To thrive in this competitive environment, Southeast has developed educational partnerships with several area colleges. These articulation agreements foster a more positive climate and serve students who wish to have accessibility, flexibility, and opportunities for advanced degrees.

04 Human Resources

Southeast Technical Institute has been able to attract highly qualified faculty and staff. Major employee groups include

• Faculty, represented by the Sioux Falls Education Association, SDEA and NEA.
• Classified support staff (clerical, custodial, and specialists), represented by respective negotiating bodies
• Employment contract staff not covered by a bargaining agreement

Table 0.2 Employee Numbers (Fall 2010)

Faculty are organized under specific program divisions with an administrator assigned to the division. Staff are organized under specific departments with an administrator overseeing each department. STI’s organizational chart  provides more information regarding the institute’s structure.

In fall 2010, STI faculty had the following degrees:

• 3 Education Doctorate
• 32 Masters
• 31 Bachelors
• 14 Associate and/or Industry Certification/Licensure/Experience

05 Communication and Leadership

The Sioux Falls School Board and the South Dakota Board of Education provide oversight of the institute and assure that STI’s Administrative Team is following established policies and guidelines and is focused on the institute’s mission and vision. The STI Council, in its advisory role, provides another layer of external oversight.

The Administrative Team is the primary decision-maker within the organization and relies on input from various teams and committees to accomplish the mission.

In the 1990’s, before Southeast joined AQIP, the director (president) initiated a move toward a continuous quality infrastructure with team-based participation. The majority of the program departments became teams with the teams assuming the various roles of a department chair. Teams meet monthly to deal with general student concerns, approaches to delivery, curriculum changes, and other program-related issues. The teams identify annual program goals tied to institutional goals, make budget requests, and submit recommendations on schedules and curriculum to administration.

STI’s planning processes are aligned with the mission and vision. Strategic goals for 2010-2011 are focused on 1. student success, 2. collaborative relationships, and 3. leveraging resources. These goals are reviewed annually with the School Board and the STI Council. Within the internal organization, the strategic goals are communicated by the STI Administrative Team to faculty and staff during in-service sessions, monthly meetings, and planning and budget meetings. Every year, program faculty and staff teams identify their own program goals which must be linked to the strategic goals and mission.

06 Support: Facilities, Equipment, Technologies, and Services

The campus consists of 138 acres and eight modern buildings: the George S. Mickelson Educational Center, Terrence M. Sullivan Health Science Center, Technology Center, Ed Wood Trade and Industry Center, the Cold Storage Building, Scarbrough Child Care Center, and two housing facilities, Nicolay Hall and Andera Hall.

A master planning process for facilities has allowed STI to build, renovate and maintain an attractive, modern campus and a highly visible presence along the Interstate 29 corridor at the northwest edge of Sioux Falls.

Equipment and technology are kept up to date through Administrative and IT planning. Resources are allocated annually for new and replacement equipment as well as remodeling and new building projects. A replacement process for equipment such as staff and faculty computers and upgrading of classrooms and labs helps ensure that the most up-to-date technology is available.

Southeast is one of four technical institutes governed by the South Dakota State Board of Education. Annual financial reports are filed according to regulations and are audited by an independent certified accounting firm. STI follows financial aid and other agency regulations.

The STI Foundation, incorporated in 1995, is a non-profit, 501(c)(3) organization. Its mission is to obtain, manage and allocate contributions to support Southeast Technical Institute students as they reach their potential and achieve their goals for employment, professional growth, and life-long learning.

07 Measuring Effectiveness/Information Management

STI regularly collects and analyzes data regarding institutional performance relative to its mission, vision, and strategic objectives and goals.

Results and measures are detailed in Categories 1, 3, 6, 7 and 8. The Vice President of Student Affairs & Institutional Research systematically collects data which must be reported to the state and the federal governments. Every year, STI reports enrollment numbers, retention rates, and graduation rates for review by program faculty and administration.

Additionally, STI regularly collects student satisfaction (three year cycle) and employer satisfaction data (two year cycle).

Data regarding direct measures of student performance are collected and reported annually by programs. These include but are not limited to licensure and certification results, capstone projects, course-level assessments, field-specific tests and the results of internship and clinical experiences. Data from these various direct and indirect measures is used to set performance targets, plan program improvements, and determine budget priorities.

In 2009, STI joined the National Community College Benchmarking Project to benchmark STI data results with results of similar institutions. Initial data for the benchmarking project will be available late fall 2010.

08 Planning

Commitments, Key Opportunities and Challenges

Southeast continues to fulfill its commitment to the state, community, and the region by offering high quality technical education.

The Futures Team conducted a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis in fall 2008 to prepare for a new strategic plan. In 2010, the Administrative Team reviewed these results. The following lists summarize key opportunities and challenges identified by those teams:

Opportunities

• Employers in the region continue to support STI as a leading workforce development partner. Graduate placement  rates remain above 95%. Overall employer satisfaction  remains high.
• Faculty are well qualified for the fields in which they teach, with program faculty having business and industry experience.
• Program Advisory Committees continue to provide an active and vital link to the business community.
• The adoption of continuous quality principles and the recent re-entry into AQIP have grounded Southeast’s quality initiative.
• Responsiveness to constituents and the ability to offer courses and programs in a timely manner is a competitive advantage.
• Fostering collaborative relationships has strengthened Southeast’s ability to maintain a competitive edge.
• Location in a growing metropolitan center and modern campus facilities are an attractive “draw” for students.
• Students have superior access to current technology through the wireless network and laptop program.
• Collaborative partnerships with the Sioux Falls School District’s Tech Academy, adjacent to the campus, and Project-Based Learning Initiative, housed on the STI campus, present new opportunities.
• The STI Foundation has steady growth and provides scholarships and emergency funds for students.

Constraints and Challenges

• Increased fiscal restraints on public institutions, including a weak state technical institute funding formula.
• Meeting student demand for alternative delivery formats and 24/7 course options.
• Skill level of incoming students.
• Student readiness for online coursework.
• Technology infrastructure, including cost of maintaining up-to-date and state-of-the-art equipment.
• Demand for flexible learning options, particularly in online and hybrid courses and programs.
• Increased competition in regional educational options for students.
• Attracting students into programs with low enrollment numbers.

Through its planning processes and continuous improvement focus, STI evaluates its challenges and opportunities and adjusts strategic plans to support its mission, vision, and values.

09 Key Partnerships and Collaboration

Collaborative relationships support STI’s mission and vision, which is to be a leader in workforce education. Regional business and industry leaders and other educational institutions help STI design programs and services which address economic development needs. Responsiveness to stakeholders and collaboration are strategic priorities. Key collaborators include the following:

• Regional medical centers, Sanford Health System, Avera Health System, Rapid City Regional Hospital, the V. A. Regional Hospital, and other medical facilities in cities across the state foster the development of a trained workforce in high need areas. These centers have been strategic partners for several years and have supported STI through clinical sites, scholarships, equipment donations, and employment opportunities.
• Other regional business and industries, particularly in areas such as financial services and manufacturing, provide internship sites, employment opportunities, and equipment donations. Additionally, many employers serve on Advisory Committees and provide up-to-date knowledge and expertise. The interaction of program faculty and the Advisory members helps ensure that programs are viable, incorporate the latest industry innovations, and address course delivery which prepares students for a 21st century workplace.
• The State of South Dakota Law Enforcement partnership allows STI to deliver law enforcement training that is recognized by the state so that graduates with a Law Enforcement Science degree complete their clinical experiences in highway patrol, police departments, or other sites while at STI.
• Secondary education partnerships including Learners to Leaders, a high school dual enrollment option for at-risk high school students, and Tech Prep articulation agreements
• STI articulation agreements with several regional universities, both public and private (the South Dakota public university system, Bellevue University, Dakota Wesleyan, Colorado Technical Institute, and the University of Sioux Falls), expand learning options for stakeholders.
• An innovative articulation agreement with USD, approved by the Board of Regents in fall 2010, provides for forward and reverse articulation in six of STI’s health programs. Under the agreement, students can take their first two years of their bachelor’s program, then transfer to STI to complete their AAS degree. The students can then transfer these credits back to USD to complete their bachelor’s degree.
• Specialized accreditations through outside agencies provide STI students with additional recognition of their educational accomplishments as well as increased employment opportunities.
• Other community partnerships include staff participation in United Way, staff representation on community groups, and STI facility use by various groups.
• ESL, GED and other skills upgrading opportunities foster community relationships with stakeholders who need those services.