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Wednesday, April 8, 2015 - Roundtable/Concurrent Session 1 - 10:45am - 12:15pm
STRATEgIc PlANNINg 2.0
location: cedar LEADERSHIP TRACK
Presented by: Cheryl Isaak, MSN, Associate Dean, Specialty Nursing, British Columbia Institute of Technology,
Burnaby, BC; Bernice Budz, MSN, Dean (interim) School of Health Sciences, British Columbia Institute of
Technology, Burnaby, BC
Traditional strategic planning has been a top down approach conducted by senior leadership. We choose to use a
nontraditional approach for developing strategic plans. The strategy process model was utilized to guide the
development. Our aim was to ensure a high level of engagement in the development process and ownership of the
strategic plan. The principle of co-creation was used to develop the plan and took into consideration the process
as well as the outcome. A communication strategy was created to support the process. The longer time frame
contributed to a positive outcome of engagement and high quality plans.
The attendees will beneft by:
• Greater understanding of a nontraditional approach to strategic planning
• Discussion of strategic co-creation planning and faculty engagement
• Identifying strategies for engagement
• Discussing the process used to develop our strategic plans
• Highlighting lessons learned to date
UTIlIZINg cOllABORATIvE lEAdERSHIP TO dEvElOP A POST-SEcONdARy The Chair Academy’s 24th Annual International Leadership Conference
EdUcATION PROgRAM FOR INMATES
location: Medina LEADERSHIP TRACK
Presented by: Dr. Rose Suggett, PhD, Social Sciences Chairperson, Southeast Community College, Lincoln, NE;
Dr. K. L. Zupancic, PhD, Instructor Psychology, Southeast Community College, Lincoln, NE; Dr. Michael Davis, PhD,
Instructor History and Sociology, Southeast Community College, Lincoln, NE
Utilizing faculty skills for leadership opportunities can be challenging; particularly in identifying opportunities to
develop and cultivate teachers’ intrinsic leadership potential for post-secondary outreach programs targeting
non-traditional adult learners within communities and more specifcally, adult learners with limited access to post-
secondary education due to incarceration. This session provides guidelines for implementing a faculty-driven
leadership program within a penitentiary setting integrating teacher-leadership skills that facilitate value-driven
engaged learning opportunities for incarcerated adult learners. This seminar provides a comprehensive real-world,
data-driven model that has been used successfully in leadership development.
The attendees will beneft by:
• Have a clearer understanding of how to develop a comprehensive collaborative leadership program utilizing
existing faculty leadership skills
• Better understand the important role that teacher-leaders play in the success of a post-secondary prison
education program
• Leave the seminar with strategies for leader mentoring that embrace value-driven engaged learning
opportunities for teacher-leaders in a prison setting
• Identify ways to integrate this data-driven teacher-leader model for post-secondary inmate education into one’s
already existing leadership models
• Improve participants’ understanding of how a “jump start” into post-secondary education via this model provides
far-reaching effects 25
STRATEgIc PlANNINg 2.0
location: cedar LEADERSHIP TRACK
Presented by: Cheryl Isaak, MSN, Associate Dean, Specialty Nursing, British Columbia Institute of Technology,
Burnaby, BC; Bernice Budz, MSN, Dean (interim) School of Health Sciences, British Columbia Institute of
Technology, Burnaby, BC
Traditional strategic planning has been a top down approach conducted by senior leadership. We choose to use a
nontraditional approach for developing strategic plans. The strategy process model was utilized to guide the
development. Our aim was to ensure a high level of engagement in the development process and ownership of the
strategic plan. The principle of co-creation was used to develop the plan and took into consideration the process
as well as the outcome. A communication strategy was created to support the process. The longer time frame
contributed to a positive outcome of engagement and high quality plans.
The attendees will beneft by:
• Greater understanding of a nontraditional approach to strategic planning
• Discussion of strategic co-creation planning and faculty engagement
• Identifying strategies for engagement
• Discussing the process used to develop our strategic plans
• Highlighting lessons learned to date
UTIlIZINg cOllABORATIvE lEAdERSHIP TO dEvElOP A POST-SEcONdARy The Chair Academy’s 24th Annual International Leadership Conference
EdUcATION PROgRAM FOR INMATES
location: Medina LEADERSHIP TRACK
Presented by: Dr. Rose Suggett, PhD, Social Sciences Chairperson, Southeast Community College, Lincoln, NE;
Dr. K. L. Zupancic, PhD, Instructor Psychology, Southeast Community College, Lincoln, NE; Dr. Michael Davis, PhD,
Instructor History and Sociology, Southeast Community College, Lincoln, NE
Utilizing faculty skills for leadership opportunities can be challenging; particularly in identifying opportunities to
develop and cultivate teachers’ intrinsic leadership potential for post-secondary outreach programs targeting
non-traditional adult learners within communities and more specifcally, adult learners with limited access to post-
secondary education due to incarceration. This session provides guidelines for implementing a faculty-driven
leadership program within a penitentiary setting integrating teacher-leadership skills that facilitate value-driven
engaged learning opportunities for incarcerated adult learners. This seminar provides a comprehensive real-world,
data-driven model that has been used successfully in leadership development.
The attendees will beneft by:
• Have a clearer understanding of how to develop a comprehensive collaborative leadership program utilizing
existing faculty leadership skills
• Better understand the important role that teacher-leaders play in the success of a post-secondary prison
education program
• Leave the seminar with strategies for leader mentoring that embrace value-driven engaged learning
opportunities for teacher-leaders in a prison setting
• Identify ways to integrate this data-driven teacher-leader model for post-secondary inmate education into one’s
already existing leadership models
• Improve participants’ understanding of how a “jump start” into post-secondary education via this model provides
far-reaching effects 25
