Running head: TRANSFORMATIVE CHANGE CAPSTONE PROJECT

Transformative Change Capstone Project

Jon Mandrell
Ferris State University

Needs Analysis and Solution for Change Selection

In reviewing the possible needs for transformative change at Sauk Valley Community College,
there is one particular program that stands out that has implications, both internally and externally. The
area focuses on providing yet another point of access to higher education, which is dual enrollment, and

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otherwise known as dual credit. The transformation of such an initiative is necessary to ensure that
academy quality and rigor is maintained, as well as the college remaining fiscally responsible in these
unpredictable and ever-changing economic times. In years 2014-2015, dual credit enrollment at Sauk
Valley Community College has increased 37.4% in credit hours and 27.4% in the number of students. In
2014, 439 high school students were enrolled and that number has now peaked at 605 in 2015. In terms of
credit hours, 2,080 credit hours were taken in 2014 and that number has climbed to 3,186 in 2015 (SVCC
Institutional Research, 2015). This noted increase in enrollment further calls for the need to provide
quality assurance and to seek the most appropriate financial model to ensure sustainability of the
program. Currently, dual credit tuition is either half-rate or free, based upon if the high school elects to be
paid for use of their own instructor. This lack of tuition provides the basis for a new financial model.
Dual credit can be obtained through various models of instruction. If a high school instructor
possess the faculty credentials to teach a college course, this is one option and the most common.
Additional options include the college sending a faculty member to a given high school, the student
commuting to campus for class, or even taking a class online through the college faculty. In unique
circumstances, a high school district can set up distance-sending technology to take the colleges remotely
and receive instruction from the faculty on-site at the college. Within these models lie issues regarding
the alignment of curriculum, lack of faculty communication, perception of the quality of the off-site
courses, and an ineffective financial model.
Internal and External Factors Driving this Need
There are several factors that are driving this need. The internal need focuses on factors relating
to the college faculty feeling a sense of disconnect with the high school faculty, as well as the need to
ensure alignment in the curriculum, particularly as students at the high school level graduate and arrive on
our campus to take the next sequence of courses. With many dual credit students bypassing introductory
courses on Sauk Valleys campus, this alignment is critical. The rigor, objectives, and course outcomes
must be consistent in all courses. In addition to curricular level concerns, our campus staff is extending
themselves to administrate the program and execute the registration process. Administrators are visiting

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high school classrooms to observe instructors, but a faculty presence is missing. With the tuition model
being ineffective, the college is not turning a profit to sustain such offerings and the many staff members
that are dedicated to it. Demands for reform and change are increasing, all of which will be necessary to
ensure quality and reputation as a leader in higher education.
From a societal standpoint, providing this tremendous access to higher education is a benefactor
not only to the student, but also to our community. Currently, 8 out of 10 are first-generation students at
our college. This data provides a need to support college readiness, particularly at an early age. Within
the area of education, by improving and enhancing the dual credit program, it will not only improve the
learning outcomes of todays high school students, but also prepare the next pipeline of students at Sauk
Valley Community College. This early exposure to college-level courses can also inspire high school
students, who perhaps were not considering college, to pursue such a degree. Sharfman (2010) states, If
students can succeed in college classes while still in high school, conventional wisdom holds, they will be
more likely to matriculate at the postsecondary level. Approximately 40% of dual credit students within
the area high schools attend Sauk Valley Community College upon graduation (2015, SVCC Institutional
Research). Nationally, at the high school level, college readiness is a topic of concern and dual credit is
valuable component of that. According to ACT (2014), just 26% of high school seniors in 2013 met their
four benchmarks in the areas of reading, science, English, and mathematics (p.1).
Historical Context for This Change and Initiatives of the Past
The need for this change has existed over the past ten years, where revenue for dual credit has
continued to break even, despite the notable increase in class sections throughout the district. Aside from
a lack of profit in this area, few opportunities have existed for faculty collaboration and curricular
alignment. Little to no change has been attempted since the inception of dual credit offerings. Despite the
existence of the Dual Credit Quality Act in Illinois by the Illinois General Assembly (2010), which
requires evidence of faculty collaboration and review of courses, these partnerships and relationships
have never been fostered. With the institution facing the submission of an Assurance Argument next year
to the Higher Learning Commission, evidence of quality within dual credit is expected. The Higher

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Learning Commission (2015), within criterion four, states that rigor, expectations, and quality will be
equivalent for all courses, including dual credit offerings. The current model does not ensure such.
Little initiative has been undertaken to improve the quality of the program. Administratively,
oversight is lacking in the areas of assessment and evaluation of courses. Faculty communications are
broken, professional development is nonexistent, and the financial model is not meeting the needs of the
college. Attempts to transform the program and provide reform have never been attempted and will
require great strategy to pioneer.
Solutions of Transformative Change in Dual Credit
The state of dual credit at the institution is one of mixed emotions. Looking to the future, the
college will need greater institutional commitment to improve and transform the dual credit program.
Stronger relationships among secondary and postsecondary institutions will be necessary to strengthen the
curriculum and its rigor, as well as providing faculty development to support an investment to instructor
growth. Financially, the elimination of tuition-free or half-rate dual credit courses will be necessary to
support the amount of manpower dedicated to its administration. In 2010-2011, 82% of high schools were
offering dual credit opportunities, further indicating that such courses have become a mainstay at the
secondary level (Thomas, Marken, Gray, & Lewis, 2013). Meeting the requirements of the Dual Credit
Quality Act and the Higher Learning Commission will be the framework and a guiding force in these
solutions. The solutions will include:
Building a taskforce or oversight committee: Create shared vision that is built upon financial

security, effective enrollment processes, and curricular alignment.

Establish faculty contacts and classroom visits: To strengthen curriculum and enhance the
perception and rigor of the program.
The feasibility of this approach is made entirely possible by the amount of individuals that are

currently involved in the processes, the courses, and the overall program. Specifically, a significant factor
is the large amount of faculty and staff that are available, who share the voice of concern and demand
reform. These members are available and willing to help transform the process. Additionally,

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accreditation reports are due next year and presenting the evidence of quality in this area is required. The
Higher Learning Commission will be able to discover the high level of effectiveness as a result of this
commitment to change.
The risks of this solution option is that time away from campus will be necessary, taking away
from their on-campus commitments and students that require their assistance. An additional risk would be
that a sense of urgency to implement these new initiatives by the start of a new semester could result in
hurrying through a process, impacting quality. A new financial model could also result in a loss of
enrollment due to the increased costs incurred upon the student.
The rewards of this solution are clear in that quality can be enhanced, curriculum can be
strengthened, and the institution establishes a more responsible and appropriate financial model. These
rewards will also align with the Illinois Dual Credit Quality Act, as well as meet the quality assurance
criteria of the Higher Learning Commission.
Organizational Culture
Schein's Model and Dual Credit at Sauk Valley
Edgar Scheins model can be adapted to the current state of dual credit at Sauk Valley Community
College. Scheins model focuses on artifacts, espoused beliefs and values, and basic underlying
assumptions. Schein (2010) states, When we are influential in shaping the behavior and values of others,
we think of that as leadership and are creating the conditions for new culture formation (p.3).

Artifacts
Within dual credit, several artifacts exist under Scheins model. At the surface of the program are
the many complicated processes that are unfriendly to those being served. This includes the students,
parents, guidance counselors, and our internal employees that regularly engage in the enrollment process.
From the beginning, a large stack of paperwork is required, which is difficult to interpret and complete.
Within this paperwork, there are needs for placement testing and requesting transcripts to prove
prerequisites have been met. This paperwork requires signatures from parents and school officials.

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Moving this paperwork to electronic format will assist in increasing efficiency and managing the
program. Additional artifacts include the work climate, which is one of frequent complaints, frustrations,
and the history of transitioning to another position in the college.
Espoused Beliefs
The espoused beliefs and values within dual credit can vary as it seems a new leader is frequent
to the area. This perception that few leaders remain committed to the area is concerning and a sign of a
cultural concern. In response to such beliefs, Geisler (2010) states, These are the goals and philosophies
people say they believe in. These can range from mission statements to marketing promises to brand
identities. Leadership turnover has resulted in failed attempts at continuous improvement or alignment
in shared values. This has further contributed to a mismanagement of employees in the area and a high
turnover rate. The establishment of a committed and leading figure is essential in moving forward with
transformation.
Assumptions
The basic underlying assumptions of dual credit have become difficult to change. Such an effort
requires a change in paradigm or a cultural shift. A new way of thinking and digging deeper than just
beyond the surface of the assumptions is necessary. The current underlying assumptions are that dual
credit cannot be maintained due to a lack of institutional control or authority at off-campus locations,
most notably the high school. Additionally, the assumption exists that the college faculty and high school
faculty cannot align and build relationships.
Macrocultures, Subcultures, and Microcultures
The influence of various macrocultures, subcultures, and microcultures contribute to the current
perception and state of dual credit. The macroculture of educators nationwide creates a microculture or
social units, who have various opinions of dual credit. Schein (2010) states, Any social unit that has
some kind of shared history will have evolved a culture. The strength of that culture depends on the
length of time, the stability of membership of the group, and the emotional intensity of the actual
historical experiences they have shared (p.17). A strong macroculture is the governmental and

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educational boards at the national and state level that promote our current model of free or reduced course
offerings. A strong microculture or subculture would be the academic departments with the most dual
credit offered off-site. These departments are the English and the Biology departments at the college. It is
these departments that are seeing shrinking class numbers due to students gaining the credit before they
leave high schools. Additionally, it is these departments that have the most classes being offered with no
faculty oversight, resulting in a negative view towards the rigor or alignment of curriculum.
These social units and groups will influence the process of transformation, both negatively and
positively. The current model works well for some of the subcultures, while other groups demand reform
and transformation. Heifetz and Linsky (2002) state, Leading major organizational change often involves
radically reconfiguring a complex network of people, tasks, and institutions that have achieved a kind of
modus vivendi, no matter how dysfunctional it appears to you (p. 102). Navigating and managing these
relationships will be critical throughout all stages, even where well-known conflict and differences exist.
Cultural Tolerance for Change
As a result of the growth in dual credit and the inability to provide quality assurance measures
over the years, the call for change has never been louder from those among our campus. The lack of
alignment in curricula, professional development being nonexistent, and an ineffective business model are
among the many areas that change is necessary. Members of faculty, admissions, and the administration
are those most impacted by these inefficiencies. It is these individuals that will be called upon to design
and influence change. This change will require unlearning the old and inefficient processes. Schein
(2010) states, Culture change inevitably involves unlearning as well as relearning and is, therefore, by
definition, transformative (p. 313). Externally, high school teachers will be called upon to assist in the
strengthening and realignment of curricula. High school administrators and guidance counselors will also
be valuable in this change process as we reform the registration process and the tuition model. Among
these internal and external and key members, the opportunity exists to develop support, yet equally
encounter resistance. Llopis (2012) states, What most people fail to realize is that change is one of the

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most powerful professional development tools available to them. Change certainly creates resistance and
managing it, along with the many individuals involved, can assist in changing a culture.
Cultural Strengths and Successes
Over the past year, the college has committed itself to improving its focus on faculty
development. In the past, faculty simply sought their own opportunities externally to enhance their
teaching skills, as well as networking with other higher education professionals. There were virtually no
opportunities internally until 2014. The faculty development committee was tasked with creating a
faculty academy, in which faculty teach valuable pedagogical courses to one another. Their efforts were
successful and this robust offering of course are now eligible for promotional credit.
Faculty have also increased their contact at local high schools to collaborate on college readiness
and to align to Common Core Standards. Additionally, many faculty are visiting high schools in recruiting
efforts. This commitment to faculty development, as well as in collaborating with high schools provides
an opportunity for instructors at both levels to build relationships and communicate with one another.
Communication among administration between the college and high schools has also been increased in
the past year. Grant funds have also been secured to fund these efforts between the secondary and
postsecondary instructors.
There are cultural resistors and impediments that remain in the effort. One such resistor is the
notion that increasing dual credit and its quality will further erode the need for on-campus classes. Many
faculty fear that their jobs will be jeopardized if dual credits quality is enhanced. The culture of
excellence must flow entirely through the institution.
To cultivate support and overcome resistance, challenging key faculty and staff will be critical.
By establishing leaders of this charge, the effort can become contagious. Building these efforts from the
bottom up with less administrative focus can aid in this cause. Providing incentives or stipends can assist
in compensating the faculty for their time, as well as ensure quality. Administratively, college and high
school leaders must communicate often in establishing a new tuition model that benefits both sides.

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Resistance is likely in the early stages of planning, but working collaboratively and giving the process
time can assist in the transformation.
Applying Kotters 8-Step Model
An immediate call to action is necessary as a new academic year and cycle of registration
processes for the fall 2015 semester will soon begin. To make an effective change in the area of dual
credit, it will require a high level of collaboration that focuses on a new financial model, a better
registration process, increased communication between high school and college faculty, as well as the
establishment of professional development. A higher level of collaboration is necessary, as well as the
establishment of a better business model. With such, Kotters 8-Step model provides an approach that is
built upon team building and empowerment. Overall, the steps include (Normandin, 2012):
1. Increase the urgency for change.
2. Build a team dedicated to change.
3. Create the vision for change.
4. Communicate the need for change.
5. Empower staff with the ability to change.
6. Create short term goals.
7. Stay persistent.
8. Make the change permanent.
The window to implement a new plan for transformation is closing. Once the sense of urgency is
declared, a shared vision by the team would be created. Such a team could consist of the faculty from
both institutions, as well as administration and staff that support the program. Kotter (1995) states, The
first step is essential because just getting a transformation program started requires the aggressive
cooperation of many individuals. Without motivation, people wont help, and the effort goes nowhere
(p.3). A strong vision with short-term goals are also implemented into the approach, along with the
continued driving force of sensing urgency.
Changes to Policy and Behavior
Policy must be rewritten, particularly memorandums of understanding between the school
districts and the college. Tuition agreements must be renegotiated on the administrative end and overall a
steadfast commitment to faculty development and communication must be created. Garrett (2014) states,
Schools invest in faculty development in different ways and at different levels. Yet increasing calls for
accountability in higher education are demanding evidence of return on investment. The increased

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accountability measures at the state and national levels should assist in motivating cooperation and
compliance. There are a variety of methods to ensure that commitment has taken place, most of which is
built upon visual collaboration. Aside from documents and agreements, in building the initial vision,
having a collaborative focus on team member input will ensure the goals and direction are mutual. The
establishment of new relationships and faculty mentoring between the high schools and college would
also be a telling sign of a new commitment to one another than never before existed. Robyn and Miles
(2006) state, The reality is that the workplace, like any locus of group interaction, is driven by people
and relationships (p.7). On the financial side, sustaining a profit with a profit margin would be a clear
assessment of improvement. A reduction in registration complaints would also indicate better cooperation
among the schools, parents, and our staff.
Vision for the Outcome of the Successful Change Implementation
The vision for the outcome of the transformation of dual credit will be built upon increased
relationships between the area high schools and Sauk Valley Community College. The administration,
faculty, and the staff of the high schools and the college will both demonstrate a stronger commitment to
one another though this transformation, which drive quality improvement. Despite philosophical
differences in the direction of the program, including the tuition model, the change will benefit both
schools by not only strengthening the curriculum of the courses, but by providing the college with a
healthier financial model to sustain the programs future. The continued access to these courses is critical
to the academic success and college exploration of hundreds of high school students. Not only is the
access and the financial well-being of the program vital, but meeting the accreditation criteria of the
Higher Learning Commission is always a factor in all visions of the college. The Higher Learning
Commission (2015) specifically states that quality and learning goals of dual credit offerings will be
consistent at all locations. As a result, quality and alignment of the courses should mirror one another at
both locations. Within all of the collaborative efforts of both institutions, the perception and pride of the
program can be restored.

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A fitting title for the project would focus much upon what the transformation stands for, which is
to transform the program through enhancement. As a result, a fitting name would be the Dual Credit
Enhancement Partnership Project. To gather support and engagement, identifying the great
accomplishments of the program would be a focus, but declaring a need to establish a continuous
improvement model. Johnson (2008) states, Continuous process improvement is an intentional
approach to strategic change focused on planning for a determined future by improving business
processes to get there. This transformative model would focus on the call for heightened accountability
of secondary and postsecondary institutions. College readiness is no longer compartmentalized and
requires alignment, rigor, and assessment of students by all members of the P-20 pipeline. It begins early
in a childs life, within dual credit, and extends through college. ACT (2012) states, The levels of
expectation for college readiness and workforce training should be comparable in rigor, clarity of
purpose, and completion (p.23). Enhancing the learning outcomes, alignment of curriculum, and will
all be measured. Funding is now tying more into performance, furthering the accountability measures.
Overall, the vision for the outcome is quite simply built upon the demand to increase
communication, collaboration, and to better align curriculum and equally establish a sustainable
financial model that ensures the program can continue to exist for the long and short-term. Our
institutions are deeply rooted in serving the many diverse learners of our community, including the high
school students.
Strategic Alignment with Institutional Goals and Priorities
As a result of this transformation, improvements will be visible each semester, as well as years
into the future. The values and priorities of the college are also clearly visible and aligned with this
change initiative, which include respect, responsibility, fairness, integrity, and caring. Within five years,
the colleges strategic plan will be closely aligned with the dual credit program. All of the colleges six
strategic goals can be tied to this transformation. Those goals are as follows (Sauk Valley Community
College, 2015):

The College will expand and improve the quality of programs and services

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The College will continue to emphasize lifetime student success

The College will maintain an appropriate operating fund surplus
The College will be proactive and responsive to community needs
The College will enhance community awareness through a comprehensive marketing plan
The College will seek to maximize performance based funding.
The college will experience a great difference, most notably in regard to goal #1, which focuses

on improving the quality of program and services. The community needs will be addressed by
continuing to provide access to higher education to the local high school students, as well as continuing
the strong marketing plan currently in place for the program. Performance-based funding is closely tied
to student success and dual credit provides a great opportunity for students to prepare for completion or
transfer. In regard to such funding initiatives, McClendon and Hearn (2013) state, Its one more front in
the widening battle to ensure that academic priorities and values, and not overtly political priorities and
values alone, continue to play a central role in higher education policy design and implementation.
Overall, the college can expect to be more closely tied to its strategic plan in the area of dual credit.
Implementation Plan and Goals
Several goals, objectives, and strategies will be implemented on this journey of transformation.
These goals will focus on collaboration of all stakeholders, including faculty, administration, and staff
related to the dual credit process, ranging from enrollment, instruction, and transfer procedures.
Appropriate professional development, focused on mutual attendance by high school and college faculty,
will be provided. Metrics will be designed to ensure that progress is being measured and assessed.
The first step will be to assemble the team or taskforce to identify the areas of improvement, who
they involve, and how they can be reached. The Dean of Academics and Students Services will be
responsible for forming this taskforce. Contact with area high school administrators will be made at this
point, informing them of a proposed change to the dual credit, including its enrollment process, tuition
model, and faculty collaboration. Through the high school administration, support can be gained, as well
as identifying the strengths and weaknesses of the project moving forward. Sirkin, Keenan, and Jackson
(2005) noted that in the management of change, little agreement can exist among the factors that require

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such transformative change, which can make the process tough (p.155). High school administrators can
also assist in this and provide additional factors to be addressed, as well identifying potential teams
members to serve on the taskforce. This will take place over a two-week period as 15 high schools will
need consulted with. The following goals and key performance indicators will be discussed with the
taskforce and high school administrators (Table 1):

Table 1
Goals and Key Performance Indicators
Goal
Build a better enrollment process with guidance
counselors. This includes the creation of an
electronic registration form.

Key Performance Indicator

Implementation of the form, but an increase in
25% of forms turned in before the deadline.

Host a faculty workshop with breakout sessions

for various disciplines to review one anothers
courses and participate in grading exercises.

100% Mutual approval of the courses content and

curriculum by both faculty.

High school and college faculty will visit one

anothers classroom for observations to assist in
course alignment and fostering relationships.

One visit per semester to each others class.

The college will implement a new full-rate tuition

model.

Maintaining a flat income in year one, but a 1020% increase in revenue from future fall-to-fall
semesters.

Further Actions to Achieve Success

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To achieve success, the process of accomplishing these goals must first begin with formally
committing to them. Such a commitment should take place through hosting a luncheon of secondary and
postsecondary officials to further seek their input and collaboration in this transformation as we commit to
moving forward. Using their recommendations can further assist in building the framework of this
transformation and gaining their understanding of why such change is necessary. The next immediate and
necessary action would be to apply for the Dual Credit Enhancement Grant funds in the amount of
$10,000. These funds are available each year and confirmed for the future. Administrating these grant
funds will be essential to provide monetary support for travel, stipends, hosting the workshop, and
compensating high school substitute teachers in the absence of their faculty.
Milestones and Monitoring of Project
Several milestones exist within this transformation to evaluate progress and effectiveness. Major
events alone, such as the hosting of a collaborative workshop and faculty classroom visits, are a few
examples of proposed transformation. The following are proposed milestones to assess the projects
success and progress (Table 2):
Table 2
Milestones and Monitoring
Milestone
Secure the $10,000 Dual Credit
Enhancement Grant

Target Date of Completion

Spring 2015

100% of dual credit courses reviewed by college

faculty in addition to one visit to one anothers
classrooms

End of Fall 2015 and Spring 2016

100% attendance at the collaborative dual credit

workshop

Summer 2015

The implementation of an electronic enrollment

program

Summer 2015

Establishment of the full-rate tuition model for all

dual credit courses

Summer 2015

Receive full compliance of the Dual Credit

Quality Act by the Illinois Community College
Board.

Spring 2016

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The lead monitor of the project will continue to be the Dean of Academics and Student Services
at Sauk Valley Community College. This position will initially establish a checklist of events, which were
previously mentioned, and their timeline. This information will be disseminated to the team as milestones
are reached, as well as the key performance indicators and goals. As each milestone is achieved or not
achieved, the team will regroup and assess where improvements can be made. Data and discussion will
be analyzed to determine the effectiveness of the plans initiatives. Above all, a continuous improvement
is implemented and its initiatives are continually reassessed. Communication to all stakeholders will be
made available as progression is made through the plan.

Resources
There are several resources that will contribute to the transformation of dual credit. Some of these
resources include making use of grant funds, employees, as well as the use of facilities. Given that
several academic disciplines and faculty are involved here, the use of various classroom equipment and
resources is to be expected. Aside from funding and physical resources, there are other contributions from
stakeholders that will be essential to success.
Economic and Physical Resources
Economically, the securing of the Dual Credit Enhancement grant will be the primary resource of
monetary funding. In reference to this opportunity, the Illinois Community College Board (2015) states,
The purpose of the grant is to support the development, enhanced delivery and evaluation of local dual
credit programs and to expand student access to higher education while maintaining high academic
standards. As a result, these funds will assist in extending stipends to faculty to visit one anothers
classrooms and to host a workshop for one another to collaborate. Mileage for travel can also be funded

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during these visits. In addition, it is expected that some additional costs may be necessary as the courses
are reviewed and aligned.
Human Resources
There may not be a greater demand for a resource than that of the human element in this project.
This project focuses heavily upon the collaboration of faculty and communication between the secondary
and postsecondary instructors. Kruse (2012) stated, Employee engagement is the emotional commitment
the employee has to the organization and its goals. It is the humans and their expertise, knowledge, and
fortitude that will lead this project to success. It must not be forgotten that dual credit teachers are faculty
members of the college. While money and economic resources are a contributing factor, it is the uniting
of the instructors that will be paramount to the success of dual credit. Since the inception of dual credit,
respect has been lacking between the two groups. Getting to know one another, their approaches, and
beliefs will assist in fostering a long-term relationship. The Illinois Dual Credit Taskforce (2008) noted,
Relationships established between high schools and colleges in developing dual credit programs improve
communication between secondary and postsecondary education. This aids in developing alignment of
curricula as well as articulation of courses (p.8). The time that is required in these efforts could be quite
extensive, depending on how many sections of a discipline are offered at a high school. Outside of the
classroom visits, the workshop day will consume 6-8 hours of faculty training time.
Leadership of Project and Supporting Roles
As referenced within this project, the Dean of Academics and Student Services will lead this
initiative, including the writing of the Dual Credit Enhancement grant. The faculty from the college will
also play a critical role as they will be on the front lines of this transformative charge. The college does
not have department chairs, but it does have area leaders, who are four faculty members that assist
administrators in duties relating to scheduling, operational planning, supervising program reviews, and
also in coordinating faculty initiatives as assigned. These area leaders represent a group of disciplines and
are not involved in the evaluation or retaining of instructors. They essentially serve as a liaison between

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the faculty and administration. These members will assist the Dean of Academics and Student Services in
assigning faculty to high schools for visits and collaboration.
While many of the colleges faculty and administration are key in this project, it should be noted
that some resistance could be encountered. High school administrators and faculty have not been
accustomed to this type of support and oversight from the college in the past. Such an effort could now be
seen as aggressive or atypical. The Dean of Academics and Student Services can overcome this potential
resistance by effectively communicating this cause in the early stages of the project, particularly as it
relates to standards among the Higher Learning Commission and the Dual Credit Quality Act. Cultivating
support will be contingent upon mutual understanding of the initiatives purpose between all members of
the project, most notably the faculty from both the high school and the college. It is these members that
represent most of the initiatives potential effectiveness. At this point, the establishment of mutual respect
between the high school and college faculty can be realized and sustained.

Interdependencies
While the administration and faculty of both the high school and the college are integral to the
success of this transformative change, there are other areas of support necessary. Currently, many of the
college faculty elect to use Moodle, the learning management system of the college. Moodle can be used
for instructional support, such as posting of grades, materials, and resources. The IT department of the
college houses the system and is responsible for all areas of it, including the uploading of student rosters
to assisting instructors with developing effective teaching resources. To effectively mirror a course at the
high school level, access to Moodle will be necessary. Furthermore, the Institutional Research office will
continue to monitor and analyze data from the courses.
Communication Plan
The communication plan for this project will call for frequent methods of interaction and in many
forms. Written, face-to-face, and electronic communication will be used over the course of the project.

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Throughout all communication, transparency is vital and all parties should be informed frequently
throughout the stages of the process. Regarding transparency, Sanborne (2014) states, Only those who
have chosen to ignore all efforts at outreach should be uninformed, and there should be no surprises late
in the process. The following strategies, along with timelines, will be utilized to communicate the
framework of the project (Table 3):

Table 3
Communication Strategy

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Communication Strategy
Method

Target Date

Letter: to superintendents, principals, and guidance

counselors requesting their attendance at a luncheon
to discuss the future of dual credit
Face to face: Host luncheon
Letter and tutorial: Sent to guidance counselors to
provide instruction in the new electronic registration
process for dual credit
Letter: Inviting teachers to faculty workshop
Face to Face: Host the workshop with area high
school teachers and college faculty
Letters/Newspaper Advertisements/Webpage: Letters
to be sent to parents of high school students
informing them of new dual credit changes, and
newspaper coverage and website visibility
Face to Face: College and high school faculty
classroom visits

May 1, 2015
May 22, 2015
June 1, 2015
June 1, 2015
June 22, 2015
August 1, 2015

August 15 November, 2015

February 1 April 30 2016
Monthly from August 2015 May 2016
April 2016

E-mail: The Dean of Academics and Student Services

will send e-mails throughout notifying others of
progress being made.
Final Report: The Dean of Academics and Student
Services will prepare a final report outlining the
progress and the areas of continuous improvement

In addition to the communication regarding the framework, there are key audiences that
information will need to be disseminated to. The administration of the college, particularly the Dean of
Academics and Student Services, will be the central reporting authority. This position will request
information, send reminders, collect data, and distribute results or data that are essential to the audiences.
The following highlights the various audiences and communications that they will receive:

High school administrators and Chief Academic Officers/teachers: Will receive updates about
visits from the college faculty, as well as receiving updates about their teachers visiting our
campus.

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

20

College vice presidents and deans: Will receive financial reports about the status of the new
tuition model. High school administrators will receive updates and the final report from the Dean

of Academics and Student Services.

Faculty: Will receive an extensive amount of information from one another. This communication,
such as a checklist of compliance needs and how evidence of alignment exists, will be part of the
process in their visits. Additionally, all faculty can access the colleges Faculty Center for

Innovative Teaching (FaCIT).

The Illinois Community College Board: Will receive an annual report from the college

outlining their new processes, as well as their commitment to the Dual Credit Quality Act.
The Higher Learning Commission: Provided report of Quality Assurance as evidence.
At the end of each semester, the Dean of Academics and Student Services will contact the
stakeholders, which includes the high school administration and faculty, to assess the effectiveness of
communications and areas for improvement. The college faculty and staff will also be contacted and
asked to provide input, as well. By measuring the effectiveness of the communication, adjustments to the
future communication plans for the program can be made. Forbes (2014) noted, You will communicate
more effectively when you keep your audiences needs in mind. In addition, providing the most concise
and effective forms of communication methods can be established.
Evaluation
Throughout the project, several methods of evaluation will be utilized. Measuring the
effectiveness of the project, communication, and its overall progress will be necessary. By using the key
performance indicators, metrics are in place to determine effectiveness. Tracking the status of the key
performance indicators each week and month will assist in determining progress and the status of goal
completion. Providing these key performance indicator updates in the communication plan will be of
tremendous value to those participating in the project. Some of this data collection will take place through
the use of Survey Monkey and other online data collection instruments. In addition, by collecting input
from the high school administration, high school teachers, and college faculty, we can determine the

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

21

status and progress of our goals. These regular updates will ensure that all are informed and that any
deficiencies are being noted and addressed for continuous improvement.
There will be mechanisms built into the project to assist in making adjustments, which may be
necessary. The project will be fluid in design so that in the event a team member is unavailable, another
can step in. For example, if a given faculty member cannot make their classroom visit, another is ready
and willing to step up. In terms of funding, if all grant funds are expended, the college will commit
$5,000 in institutional funds as a reserve fund. The timeline could also warrant a modification, so ranges
of dates have been provided so that dates are not locked in, providing greater flexibility for scheduling.
Celebration of Success
The project seeks to accomplish many notable goals and objectives. While enhancing dual credit
is the overarching priority, there are many other areas to celebrate. Relationships will be fostered and
nurtured, as well as gaining compliance to accreditation and state standards. Efficiencies in registration
will be increased, as well as the creation of a healthy tuition model. To celebrate success, a year-end
dinner would be hosted. This dinner would provide an opportunity for all team members to discuss their
experiences, what had been gained, and where we are going in the future. Bednarz (2012) noted that it is
not only a leaders role to help employees develop a belief in the mission, but it also to optimize results
and ensure employees feel their success. In addition, awards would be provided to those that
demonstrated the following (Table 4):

Table 4
Awards and Criteria
Award
Teamwork Award
Faculty Award

Criteria
Awarded to those exemplifying a commitment to
one another and classroom success

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

22

Awarded to any secondary/postsecondary

instructor that demonstrated a relentless
commitment to the project.
Counselor Award

Awarded to the guidance counselor demonstrating

a great commitment to the initiative and the new
enrollment process.

Administrator Award

Awarded to the high school administrator that

went above and beyond to assist and lead

At the end of the project, a newsletter will be sent to the area high schools to reflect on the year in
review, as well as discuss the key points of the final report. It is critical that we recognize the hard work
and efforts of all of those involved. For without these hard working individuals, none of this is possible.
Transformational Leadership
Theoretical Approach to Change and the Environment
The theoretical approach to change as it relates to this dual credit project requires instilling a
sense of urgency and establishing a team for change. This project focuses on building processes that are
aimed towards implementation in the upcoming fall semester of 2015, providing further basis for the
urgency. The window for transformation is now and the coming months provide the opportunity to build
the team, inform others of necessary change, and implement the new processes.
As referenced earlier in the project, Kotters 8-step model provides a framework for this project
by establishing this sense of urgency, building a team, and then focusing on a vision that is grounded in
short and long-term goals. This involves a large amount of people thinking differently about dual credit
and a new way of thinking, in which Kotters views on change leadership could apply. Kotter (2011)
states, Change leadership is much more associated with putting an engine on the whole change process,
and making it go faster, smarter, more efficiently. Currently, the environment of the college and the high
schools differ in their views of dual credit. All of these transformative processes requires a shift in culture
and a new way of thinking. Watkins (2013) asserted, The culture of the organization should always be
learning and developing. Since the development of dual credit at Sauk Valley Community College, we

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

23

have not fostered a culture of learning and development within the program or its faculty. The key
members and the processes have been uncoupled and lacked a culture of collaboration. Kotters 8-step
model provides the sense of urgency, yet a series of goals to demonstrate change and commitment to the
program.
Leadership Attributes to Lead Dual Credit Transformation
Leading change requires a variety of leadership qualities and attributes. Due to this project
requiring prompt action and a short timeframe to work with, it is imperative that leaders possess effective
communication and have the ability to empower others. Leaders must be prepared to take on tasks in dual
credit that others before them have not, as well as reach out far beyond the college campus, most notably
to high school officials, students, and parents. The following attributes must be visible in this
transformative process:

Effective Communication: From the top-down, communication must be effective and timely.

This is in all forms, including verbal, nonverbal, and electronically.

Be Proactive and Follow-through: Leadership and team members must have their finger on the

pulse of the project and persist through in its goals, as well as remain committed to the vision.
Motivate: Inspire and empower the team members to step out of their comfort zone and embrace
this opportunity to build the framework for transformation.
To maintain focus, the Dean of Academics and Student Services will provide several updates and

reports, as outlined in the communication plan. This information will be consistent with the goals of the
project and provide all members with an opportunity to see the progress being made. The momentum of
the project will hinge upon its launch, which will provide administration and faculty an opportunity to
collaborate
Confidence in the project will be an integral part of its success. Team members will gain
confidence through its momentum. Haines (2009) states, People will feel alone even though others are
going through the same change. So structure interactions and involvement for people to feel a sense of

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

24

community. This sense of community will be provided through regular updates on progress, individual
support of the project, and the positive contacts between the high school and college officials.
Building a Sustainable Environment for Transformation
Much research has been dedicated to building and integrating a sustainable environment for
transformation. Aguirre and Alpern (2014) state, Powerful and sustained change requires constant
communication, not only throughout the rollout but after the major elements of the plan are in place.
Throughout the project, leadership must take the stance that this transformation is long-term, not shortterm. In all communication, the mood and tone of the project must focus on embracing these changes and
extending them into all future semesters. One must be active and responsive in their leadership, as well as
aggressive in staying the course of carrying out the change. Heifetz and Linsky (2002) state, Leadership
is an improvisional art. You may be guided by an overarching vision, clear values, and a strategic plan,
but what you actually do from moment to moment cannot be scripted. You must respond as events
unfold. Building a resilience for change will be necessary so that when barriers in this transformation are
encountered, the project continues its progress. A method for building this resilience will be through the
established positive relationships that are formed, but also in spreading the message that great changes are
happening.
Personal Plan for Growing as a Transformational Leader
To become a transformational leader, I must be able to identify where my strengths are best suited
and where I can sharpen and strengthen my weaknesses. My strengths are where I am most comfortable
in this project, which is in being proactive and communicating with stakeholders. The gaps that I must
overcome focus on enhancing my team-building skills. It will be critical that team members work well
together and teambuilding skills will be required. An additional gap will be that I tend to be very handson, which will not be realistic in this project as it will involve others working simultaneously with 15
different high schools. Empowering others and entrusting in our team will provide me an opportunity to
strengthen this gap in my leadership style.
Goals to Develop as a Leader

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

25

Having identified my strengths and gaps as a leader, taking the opportunity to enhance and
sharpen and my transformational leadership skills should be capitalized. I have focused on understanding
the strengths and weaknesses of others on my team and how to best utilize those. I also focused on
holding myself accountability, as well as the others. Being visible and having a passion for the initiatives
must be evident. Shugart (2013) states, Followers have a legitimate need to genuinely know their
leaders, both their minds and their hearts, to know where their deepest commitments lie (p.147). In
addition to my leadership plan, remaining innovative along the way will be essential. The following goals
provide me with opportunities to exhibit my strengths in the project, as well as provide growth in areas of
need:

Commit to professional development: Great change happens through the professional

development of those on the front lines of student success.

Stay current in innovation: Educate myself on innovation by visiting other colleges, industries,

and professionals.
Grow others and bring them along: Commit to the growth of others to foster transformation as
a team.
Surrounding myself with people that are alike will assist me in this. Furthermore, being

conscientious and alert to where these opportunities are available will be necessary. Continuously seeking
opportunities for improvement will guide me in pursuing these goals.

Conclusion
Dual credit provides an opportunity for the college to further serve its mission by expanding its
course offerings directly to the high school citizens of the community. Since its existence, the programs
offerings have lacked curricular alignment, faculty oversight, and quality assurance. In addition, the
tuition model of the program is no longer sustainable and the enrollment processes have become
problematic. Transformation is necessary to build a sustainable dual credit program that can continue to
serve the community. This transformation is built upon collaboration, communication, and shared vision.
Establishing relationships with high schools and committing to the strengthening of partnerships will not

NEEDS AND SOLUTIONS FOR TRANSFORMATIVE CHANGE

26

only assist the dual credit program, but it will also improve our efforts to better serve the students in their
transition from secondary to postsecondary institutions. None of this will be possible without motivated
and transformational leaders between the high schools and the college. Now is the opportunity to commit
to the transformation.

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