The following documents were used by the planning team in the
formulation of the values, strategies, and goals that are included in the
plan. Some have been derived from the literature on organizational development
in higher education, but most are derived from the work of a number of
groups of Lane employees. These groups have worked as task forces and committees
that were appointed to assess the needs of the college in specific areas
and their work helped to create our vision of the future. Therefore, we
have chosen to include them for the reader's further edification.
The included topics are:
A Comprehensive Community College1:
Lane fulfills the educational needs of a diverse community of learners
whose interests, abilities, and circumstances vary appreciably. Lane serves
learners by offering professional/technical and lower division transfer
programs, career preparation and retraining, skill upgrading, personal
development and enrichment, community and cultural education, and educational
services for business and industry. All learners are important at Lane.
(top of pg)
As a community of learners, Lane endorses six principles as essential to
our concept of community:
Purposeful: A purposeful community is a place where staff and
students share goals and work together to strengthen teaching and learning.2
Open: In an open community, people feel safe to ask questions,
to share ideas and experiences, and to express their individuality.3
Just: In a just community the dignity of every individual is
affirmed and equality of opportunity is vigorously pursued.4
Disciplined: In a disciplined community each member of the community
is committed and responsible for upholding the standards and expectations
conducive to the common good.5
Caring: In a caring community, members value, nurture, and respect
each other and take responsibility for the well being of others.6
Celebrative: In a celebrative community we joyfully affirm all
members and their contributions as meaningful to the college and the larger
(top of pg)
Becoming a Learning College
Lane endorses the concept of the "learning college" and accordingly subscribes
to these six key principles8:
(top of pg)
The learning college creates substantive change in individual learners.
The learning college engages learners in the learning process as full partners,
assuming primary responsibility for their own choices.
The learning college creates and offers as many options for learning as
The learning college assists learners to form and participate in collaborative
The learning college defines the roles of learning facilitators by the
needs of the learners.
The learning college and its learning facilitators succeed only when improved
and expanded learning can be documented for its learners.
Lane's systems of internal governance ensure clear and direct communications
at all levels of the organization and delineate well-defined decision-making
processes that reflect stakeholder involvement, fully informed considerations,
open discussion, and conformance with the vision, mission, and values of
Mission Statement of College Council: Formulate and recommend
policy to the President.
Mission Statement of Classified Council: Classified Council provides
a means for classified staff to effectively influence college policy and
decision making. The council seeks to build positive relationships among
classified staff, and between classified staff and the rest of the college
community. The Council seeks to join with other groups in the LCC Community,
working together to promote educational excellence and the welfare of the
Mission Statement of Faculty Council: Faculty Council is a campus-wide
faculty forum, clarifying and synthesizing faculty thinking and is the
primary campus-wide organization for faculty to exercise its established
authority over the academic program. The Faculty Council is a component
of shared governance along with the Classified Council and College Council.
The Faculty Council acts in an advisory capacity to the LCCEA which represents
faculty to the administration over questions of faculty interests and in
establishing faculty authority over the academic program. To implement
its function, the Faculty Council will actively solicit participation of
full- and part-time faculty.
Article 1.1, Main Agreement and Memorandum of Agreement Between the
Board of Education and the Lane Community College Education Association.
Under the provisions of the Oregon PECBA, the Lane Community College
Education Association, affiliated with the Oregon Education Association
and the National Education Association, has been recognized as the exclusive
representative of the faculty who work more than twenty percent (20%) of
a full time equivalent departmental workload(s) in a single term or who
work or are projected to work twenty percent (20%) or more of an annual
full time equivalent departmental workload(s).
Article 3.1 Contract and Memorandum of Agreement between Lane Community
College and the LCCEF. The college recognizes the [Lane Community College
Employees Federation] as the sole and exclusive bargaining agent for all
bargaining unit members.
Section 2, Bylaws of the Management Employees Group of Lane Community
College. The Management Employees Group exists for the purpose of studying
data and recommending proposals to the college president relating to management
employment salaries, fringe benefits and working conditions and for dealing
with other uses as may be deemed important by the group.
(top of pg)
Lane Community College is committed to valuing, promoting, and supporting
diversity, including diversity related to age, gender, ethnicity, cultural
origin, national origin, source and level of income, familial status, marital
status, sexual orientation, religion, or disability. The college will do
this by providing the resources, including funding and staff, for relevant:
Lane is committed to serving under-represented populations and to providing
services that result in equitable outcomes within the college and the community
it serves. The college recognizes and celebrates diversity as a benefit
Student recruitment, retention, and support services.
Community services and events
Staff recruitment, training, and retention
Partnerships with the community
(top of pg)
Lane is a community of learners, dedicated to providing the highest quality
learning opportunities possible within available resources to the people
of the district and others who may seek them.
Lane has a commitment to excellence in education. We value the leadership
of faculty in teaching and instructional planning. We believe in providing
a learner-centered environment sustained by highly qualified faculty and
support staff who are employed on the basis of outstanding professional
merit with the cultural diversity of the college in mind.
Lane supports the work of the Strategic Learning Initiative, a faculty
led partnership involving faculty collectively through their union to engage
in strategic, systemic, improvement of instruction.
Lane provides life-long learning opportunities. This means providing
a continuum of learning experiences for individuals to improve their perspective,
knowledge, technical expertise, and ability to communicate and to express
themselves. Our responsibilities include assisting people by providing
as many of these opportunities as possible within the mission of the college,
and participating actively in learning opportunities ourselves to continuously
improve our own professional expertise.
In designing programs that lead to degrees or certificates, Lane supports
the belief that a broad, general education is an essential element of career
training and citizenship, and that the humanities offer all students opportunities
to learn skills that enable them to manage more skillfully the transitions
between jobs and life-stages that are inevitable in these times.
Lane's programs will integrate the teaching of technological skills
and interpersonal skills so students will be prepared for continuous learning
in ever-changing circumstances.
(top of pg)
Strategic Learning Initiative12
The Strategic Learning Initiative seeks to engage faculty throughout the
college in strategic, systemic efforts to bring instruction and the learning
environment up to and maintained at their full potential, by having fully
(top of pg)
applied advances in understanding of the student learning process and student
motivation to learn;
applied advances in technology;
fit the format of instruction, instructional programs, and instructional
delivery systems to the changing needs of our current students and created
educationally sound formats, programs and instructional delivery systems
to meet the needs of students not previously served by the college;
created a college-supported practice of learning scholarship among the
faculty to create and assess ongoing improvements in instruction; and
through the above, achieve cost efficiencies and increases in education
effectiveness which maximize resources to advance learning and instruction.
Process Redesign seeks to translate Lane's mission, vision, and goals into
results using new and strengthened cross-functional linkages ensure the
focus of the redesign is on process rather than traditional organizational
Why then does Lane need to improve services to students now? There are
several compelling reasons to take action at this time:
Service providers have the authority, responsibility, and accountability
to disseminate accurate information and to make decisions
Design processes so that service requests are processed once at the point
Provide technology and training to enable easy access to timely and accurate
(top of pg)
Staff are working very hard to buffer students from inefficient and unnecessary
Students expectations are changing, and they need to be served quickly
and efficiently to remain satisfied customers
The higher education marketplace is increasingly competitive, requiring
that lane enhance services to students to remain competitive
Funding patterns indicate the potential for an impending budget shortfall,
requiring that lane use its resources as efficiently as possible
Lane faces a unique window of opportunity, with the passage of the 1995
construction bond measure
The Faculty of the Future14
The faculty is a learning community. As members of discipline-based professional
communities, faculty are self-directed and self-regulating. At the same
time, within the college, faculty form a community of the whole.
The faculty is integral to college governance. Shared governance utilizes
the collective talent of all employees to promote academic excellence and
justice. In this shared governance environment, authority is delegated
to each party to make decisions appropriate to its responsibility and to
accept consequences of those decisions.
The faculty reflects the diversity of our larger community and society.
The faculty plays a leading role in the continual process of creating amore
diverse teaching staff. A diverse faculty also serves as a model of commitment
and action for students and provides individual role models.
The faculty is substantially full-time. Our commitment to students and
to each other is reflected in our description of the future faculty, which
is a substantially full-time faculty, able to work together to meet the
challenges of the changing educational environment over time.
Desirable Characteristics of Future Faculty include:
(top of pg)
Commitment to Enhancing Student Success
Innovation and Creativity,
Communication, Collaboration, and Interpersonal Skills,
Commitment to the Community College, and
Work Environment and Employee Relations15
Lane is always improving the quality of its work environment, its relations
with employees, and its organizational structures in order to better serve
the needs of its students. Adaptability, flexibility, and responsiveness
are among the highest values of Lane's work ethic.
Lane is committed to building and maintaining a high performance work
environment. Values within this environment include:
New roles for managers and employees will evolve in the new work environment.
Values related to these new roles are:
Respect for all people and their capabilities.
Integrity in dealing with people and issues.
Providing excellent service to all constituents (students, co-workers,
customers, and clients).
The value of working in teams.
(top of pg)
Every employee at Lane can provide leadership in the achievement of Lane's
goals given the opportunity to develop and use leadership skills and the
willingness to assume personal accountability for the success of the organization.
Managers will engage in collaborative activities that assure that all work
within the college is focused on maintaining excellence. Those activities
include working with teams, in teams of managers, in cross-functional teams,
and as individuals on special assignments.
The team and each individual team member will be engaged in those activities
that assure that the daily operating requirements and/or objectives are
achieved. The team will be fully accountable for the daily operating system
within established guidelines. Team members can be drawn from any employee
Above all, Lane must put the learner first by shifting more and more to
a learner-focused organization.
We need to enhance our service to each other; internal customers are
as important to our success as students or community members.
Change must be built into our organization. Organizations that move
routine decision making and problem solving to work teams are better able
to adapt to continual change.
We must organize around teams and groups that support each other without
encouraging territorial barriers. In reorganizing, we must reassess workloads
and reallocate personnel to balance current resources with the needs of
Our concept of a "job" must change. As we move away from narrowly defined
jobs, workers will be empowered to expand their roles.
We must put more emphasis on training and socialization of Lane employees.
The new Lane will require ongoing education for new knowledge, expertise
Our ideas of management and supervision must change. As employee groups
are empowered to problem-solve and make decisions in their work areas,
managers must learn to be coaches, advisors and consultants.
We must rely more and more on technology to help us do our jobs. Therefore,
we must facilitate cooperation and collaboration among the various units
that provide and support the use of technology.
(top of pg)
Lane supports the belief that technology should act in service to learning.
Therefore, all components of technology planning should be measured against
their impact on learner success.
The use of technology should: enhance human potential; support expanding
access to educational and information services; be grounded in an awareness
of social, organizational, legal, and ethical issues; and should not compromise
the privacy or other rights of individuals.
Technology planning should: be a component of all college planning;
include appropriate processes for ongoing evaluation and assessment; be
guided by knowledge of current state-of-the-art and consideration of future
trends; foster unit coordination and sharing of resources among units;
include processes that maximize participation of students and staff at
all levels; and at the unit level, be done in the context of college-wide
Decisions about resources for technology should: be made within the
framework of a 5-year strategy and annual plans; reflect the understanding
that technology is a long-term investment rather than a one-time cost;
recognize and address the issues of support, maintenance, and replacement
as ongoing activities; and make a portion of technology resources available
to encourage creativity and experimentation.
(top of pg)
1 From the work of the Strategic Planning
Project Team (1998) and the founding charter of the college (1964). (Back
to A Comprehensive Community College)
2 Campus Life: In search of community,
(1990), The Carnegie Foundation for the Advancement of Teaching, Princeton,
NJ, Princeton University Press. (Back to Community)
3 Campus Compact: A statement of vision,
values, and committments, (February 1997), Student Affairs Office,
Oregon State University. (Back to Community)
4 Ibid. (Back
5 Ibid. (Back
6 Ibid. (Back
7 Ibid. (Back
8 Terry O'Banion, Creating more Learning-centered
Community Colleges, League for Innovation in the Community College,
(1997). (Back to Becoming a Learning
9 From the work of the Strategic Planning
Project Sub-committee on Meaningfulness. (Back to Governance)
10 From the Lane Community College Diversity
Plan, (1995). (Back to Diversity)
11 From the work of Instructional Services
Strategic Planning and the Strategic Learning Initiative. (Back
12 From the SLI Memorandum of Agreement,
(1998). (Back to Strategic Learning Initiative)
13 From the Students First! Final Report,
(1996). (Back to Students First!)
14 From the Future Faculty Task Force
Report, (1995) (Back to The Faculty
of the Future)
15 Based on the work of the Work Roles
and Relations Summit (1997). (Back to Work
Environment and Employee Relations)
16 Originating from the President's Restructuring
Memorandum of May, 1994, these principles have guided the work of the Process
Redesign Team and been re-affirmed through the work of the Strategic Planning
Project Sub-committee on Meaningfulness, (1998). (Back
to Internal Systems)
17 Based on the work of the Technology
Advisory and Coordinating Team (TACT), (1997). (Back to