Changing Times - MSC Southeast History - published in 2014

Cover: FRONT COVER BACK COVER 1950s, 1960s, 1970s HVAC Auto Technology Nursing Band Instrument Repair Minnesota State College - Southeast Technical Accounting Cosmetology Aviation Drafting (CAD) ACCOUNTING COSMETOLOGY AVIATION DRAFTING (CAD) HVAC AUTO MECHANIC NURSING BAND INSTRUMENT REPAIR 2000s Copyright © 2014 by Minnesota State College - Southeast Technical Minnesota State College - Southeast Technical www.southeastmn.edu Toll Free 877-853-8324 Red Wing Campus Winona Campus 308 Pioneer Road 1250 Homer Road Red Wing, MN 55066 Winona, MN 55987 651-385-6300 507-453-2700 Fax 651-385-6377 Fax 507-453-2715 2

Table of Contents 4 Logos and Name Changes 42 Transfer 5 Leadership and A letter from the President 43 More choices and flexibility appeals to students 6-7 Time line 44 - 45 Reaching out to the community: Customized training 8-9 Minnesota and the birth of technical education, 1917 - 1948 46 - 47 New programs for changing times 10 - 11 Vocational education growth in Minnesota 48 Online learning 12 - 14 Beyond high school: the Winona Area Vocational School, 1949 - 1955 49 Early online learning 15 Advisory boards: The backbone of technical education 50 - 51 Changing the community 16 - 24 A new identity and a new home: 1955 - 1970 52 - 53 A work ethic and a desire to learn 20 - 21 New beginnings: The birth of the Red Wing campus 54 - 55 Southeast Technical Foundation: Preparing for the future 25 Energy center 56 Technical training on a global scale 26 - 27 A rare privilege: Red Wing’s “Class of 1971” 57 The changing college student 28 - 29 Band instrument repair: A program in demand 58 - 59 Present day: Passion. Purpose. Focus. 30 - 31 The last of the baby boomers and a new model of technical education 60 - 61 State-of-the-art facilities 32 Moving toward collegiate status 62 - 63 Alumni Association 33 - 35 A time of upheaval: The “mega-merger” and the “shotgun marriage” 64 - 70 Program offerings 36 The “mega-merger’s” impact on Southeast Technical 71 Program closures 37 “Mega-merger” facilitates collaboration... 72 - 81 Photos through the years 38 - 39 A new century, a solid plan for the future 82 - 83 Group photo: 2014 40 Accreditation: Continuous quality improvement 84 Acknowledgements, contributors and special thanks 41 Airframe and power plant mechanic (aviation mechanics) 3

Logo history 4

Leadership A Letter from the President The staff, faculty and I are pleased to have you peruse this document highlighting the begin- nings of our college and taking you through our journey of development. It is important to know where we come from in order to better understand who we are, and what will continue to guide and drive this college into a bright and promising future. This document will span the 1948 founding of the Winona campus, the 1972 founding of the Red Wing campus, and the locally controlled 1992 merger of the two campuses into one re- gional college. It also highlights the 1995 leg- islatively required move into the newly formed Minnesota State College and University System and our thriving journey through 2014. Looking back in history allows us to revisit our significant accomplishments, all of which are geared to help students prepare for the worlds of work and engaged citizenship within our communities. There is a great deal to share over the past 65 plus years, and it is up to all of us to ensure a future of more great stories. Enjoy. James Johnson 5

Time line From its humble beginnings, with three small programs and a visionary leader in 1949, Southeast Technical has come a long way. As a school of choice for thousands of students, it has grown up into a first-class, world-renowned institution of higher learning. 6

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Minnesota and the birth of technical education, 1917 - 1948 Dr. Charles Prosser led Minnesota to the His interests took him to New York forefront of the nation’s first efforts to where, as the president of the develop a system of vocational education. National Society for the Promotion While serving as a school superintendent of Industrial Education, he began and juvenile judge in Indiana, Prosser had working to pass legislation that encountered boys and young men who would provide funding for trades wanted to learn to make things with their programs in local school systems. hands. He saw in them a need for training that would prepare them for the specific Prosser’s writings, especially his skills of the trades they sought to enter. Report of the National Commis- sion on Aid to Vocational Educa- tion, brought attention to his ideas. Coupled with his efforts to persuade schools to offer trade-specific pro- gramming, his work eventually led to the passage of the 1914 Smith-Lever Act, which established extension services in the nation’s land grant universities. The following year took him to The Winona-Republican Herald Minneapolis, where he led the July 18, 1921 Dunwoody Industrial Institute for 31 years. Through its unique philoso- phy and trade-specific teaching style, this privately-funded technical school became the birthplace of many of today’s Charles A. Prosser 8

standards and practices in vocational vocation-specific education separate The Minnesota State education. from other curricula, and its Colleges and Universi- requirement that each state establish a ties (MnSCU) system Within two years, Prosser was the Execu- Board of Vocational Education, tive Director of the Federal Board of Voca- established the Act as the basis for currently supports tional Education, and it was this influence occupational education in the United 31 institutions, that allowed him to play a lead role in the States. including 24 two- writing and passage of a follow-up legisla- year colleges and 7 state universities. tion to Smith-Lever. The Smith-Hughes Today, Prosser is known as “the father With 54 campuses located in 47 National Vocational Education Act of 1917 of vocational education,” and his communities, MnSCU is the fifth promoted job-related education that was belief that schools should help largest system of higher education in specific to farm workers. Its provision for students “to get a job, to hold it, and to advance to a the country, serving more than better one” is the cornerstone 430,000 students. of technical education schools throughout the country. www.MnSCU.edu Dunwoody Institute 9

Vocational education growth in Minnesota With unprecedented federal support for Even before the United States entered higher to support the rapidly growing war vocational training, the state of Minneso- the war, vocational educators were called effort, both in the field and at home. The ta created a Vocational Education Division upon to provide workers such as welders, federally-funded War Production Train- within its State High School Board. By the mechanics, machinists and electricians ing programs did not require matching 1930s, the division had grown to the point who were skilled in the defense industry. funds. They were a direct investment in of requiring its own director. World War II With the country’s official entry into the the states and provided pre-employment created even faster growth. war in 1941, and President Roosevelt’s and supplementary training for those em- creation of the War Production Board in ployed in the defense industry. 1942, demand for these skills grew even The Winona Republican-Herald May 3, 1941 10

As the end of World War II drew close, An amazing 2.2 million veterans took attention turned toward home where advantage of this G.I. bill, much to the men and women serving overseas were surprise of Congress, who quickly fed returning from the war eager to start additional funding into the program to “normal” lives with good jobs and meet the demand. growing families. They carried with them a promise from the United States The state of Minnesota supported the government of a two-year education. The growing trend toward vocational training federal G.I. Bill, or the Servicemen’s in its communities. The state conducted Readjustment Act of 1944, was created as a study of its training programs for a way for veterans to return to the post-high school workers and found them education they may have postponed inadequate and too centralized around during the war and to obtain loans the Twin Cities to meet the needs of the reestablishing their lives. general population. Fueled by the G.I. Bill’s promise, the Minnesota Legislature enacted the 1945 Area Vocational - Technical School legislation to establish schools that would provide much-needed skills training in local communities. This was further supported by the passage of the George-Barden Act of 1946, part of Truman’s “Fair Deal,” which, among other things, provided funds for vocational education. Harry Truman on April 19, 1945 The Winona Republican-Herald Prints and Photographs Division, Library of Congress June 22, 1944 LC-USZ62-70080. 11

Beyond high school: the Winona Area Vocational School, 1949 - 1955 ng Students a Minnesota communities seized upon On April 26, 1948, high school Industrial the feasibility of establishing a vocational these new opportunities and in 1947 the Arts Teacher John Fuhlbruegge led a school, calling attention to potential first Area Vocational - Technical School meeting of the General Advisory Commit- space available in a local bus garage, was established in Mankato. In this early tee. The topic of discussion: the establish- space and money available for a veterans stage, vocational schools were considered ment of an Area Vocational - Technical training program in farm shop, and the extensions of the existing public schools School in the Winona community. fact that 31 high school boys had already and were placed under the oversight of lo- expressed an interest in auto mechanics cal school district boards of education. In the agenda for that meeting, classes. Fuhlbruegge wrote: Winona entered the race for a vocational school early. “As Director of Vocational Education, I believe that a committee should be appointed from the General Advisory Committee and Board of Education to study the Area Vocational School problem and in order to make plans for establishment of this type of school in Winona. I do not wish to assume responsibility for the criticism which is bound to be directed at the people responsible for the administration of education in Winona when the facts became generally known that Winona has been completely left out of the Area Vocational School Organization of the State of Minnesota.” The committee’s discussion supported John and Rebecca Fuhlbruegge Winona Daily Republican June 14, 1949 12

Providing Students a Future Within a month, the committee urged the “My brother-in-law was a teacher of Industrial Arts at the high Winona Board of Education to establish school,” recalls Rip Streater. “When I went to high school [in qualifying courses for a new vocational- the 1930s], you had to pick a major that would prepare you technical school. An auto mechanics course, for college. The trades were not really represented.” As a established by August 1948, gave the soon- lifelong resident of Winona, Streater witnessed the advent of technical education, calling it “the most important thing that has happened in education since I have been in it.” to-be vocational school a foothold. Adding John Fuhlbruegge was married to Streater’s sister, Rip Streater this course to the already well-established Rebecca. Streater tells how Fuhlbruegge worked with an 1917 - 2011 machine shop class, meant the district had area business to provide a site for students to get hands- two of the three vocational classes needed to on welding experience through a federally-funded pro- qualify Winona for a vocational school. gram. During WWII, many young men just out of high school sought the training as a way to beat the draft. In 1949, Winona achieved its goal, becoming “Everyone became a welder,” he recalls. “Working in the the site of one of Minnesota’s first vocational factory was part of the war effort. People were doing what schools. At its head was John Fulbruegge, the needed to be done.” man who had pushed for its creation. As the The training Fuhlbruegge developed did not take on the traditional master/appren- tice model common in most trades, Streater explains. “They were furnishing people [to companies] who could do something and make a living.” schools first director, Fuhlbruegge set about In the early years before the vocational school, Fuhlbruegge broadened his Industrial determining which programs would meet the Arts offerings to include carpentry and auto repair, and persuaded the school board to most immediate and pressing needs in the build an addition to the high school. counties surrounding Winona. Fuhlbruegge served as the first director of the Winona AVTI from 1949 until his death in 1955 at the age of 49. At its inception, Winona’s vocational What would Fuhlbruegge think of the college now? “I think he would be very proud of school was part of the Winona Public it,” says Streater. “I have to admit that when I went out [to the campus], I was amazed at Schools and classes were taught at Wi- what’s happened out there.” nona Senior High School. As World War Public perception has changed, too. “I consider the vo-tech a great move in education,” II veterans completed their training says Streater. “I don’t know anyone who puts vocational education down. Originally, they and entered the workforce, the thought this was for the dropouts. I think that’s changed 100 percent.” student population shifted toward Of his family legacy, Streater says, “My sister was very generous. She gave substantial money for scholarships.” Minnesota State College – Southeast Technical’s Foundation now manages two scholarship funds in their names: the John Fuhlbruegge Memorial Scholarship and the Rebecca Fuhlbruegge Memorial Scholarship. 13

young adults, most of who were directly traditional classrooms to hallways to stor- out of high school. age rooms, and even in off-site facilities when special equipment was needed. Looking at the earliest facilities and the schedule of any given day, one would be In the 1949 - 50 school year, enrollment in Southeast Technical’s first auto body shop hard pressed to tell the difference be- the first programs consisted of 225 high on Orrin Street, Winona tween the vocational school and the local school and 13 post-high school students high school. Tuition was free to students in day classes, along with 134 students aid received per high school student. By under 21 years of age, classes were held attending night classes. The night class 1953, the vocational school had grown so from 8:00 a.m. to 3:00 p.m., and classes roster included 42 veterans. A total quickly that Director Fuhlbruegge pursued ran on a strict schedule. There was little of $15,847 in aid had arrived for four $456,000 from the local Board of Educa- flexibility to allow for student’s jobs, programs — agriculture, trades and tion for an addition to the high school families, or other commitments. Classes industries, home economics, and dis- campus. His request ultimately prevailed, were held anywhere they would fit, from tributive education—beyond the $260 in but it was not without its critics. In an April 1953 meeting, the Winona Board of Education heard objections. In the end however, the new high school addition opened its doors in September 1954, just in time for the new school year. Winona Senior High School 14

Advisory boards: The backbone of technical education Having seen how high school trades educa- The school’s key to success proved President’s Advisory Council tion failed to provide adequate prepara- to be its strong working relationship tion for jobs, vocational school Director with industries in the form of advisory A President’s Advisory Council of Fuhlbruegge and his staff began creating boards. A committee of practitio- community leaders exists as the programs that went beyond the traditional ners, managers, business owners, and president’s sounding board for regional apprentice programs so that, upon gradu- graduates in a particular field, each issues affecting the college. ation, students could go directly to local advisory board provided the much- Long-term members include: employers as trained workers ready to get needed link that ensured graduates started. Fuhlbruegge knew that this would from each program would arrive on the Winona: Dave Arnold, owner, DCM Tech; only happen if the vocational school’s staff job ready and trained in the techniques, Pauline Knight, community volunteer; and worked hand-in-hand with local industries equipment, ideas, and skills that each Richard Mikrut, Mikrut Properties, LLLP to determine which skills each program profession demanded. would need to provide in order to produce Red Wing: Dean Massett, retired city the most capable graduates. administrator; Joan Foot, Southeast Technical school board, 1992 – 1995; PRESIDENT’S PERSPECTIVE and Joe Goggin, retired CEO, Red Wing Shoes Advisory Boards: Staying Connected to Industry 15 “What helps us retain our more than 90 percent placement,” says current President Jim Johnson “are advisory boards.” Advisory boards are a core group of people that meet with faculty and administrators a minimum of twice a year. Boards include practicing technicians, business owners, alumni, and artisans who see the trends and know what is current. “As a result,” says Johnson, “we find out what is going on in industry currently, what they envision in the next five years, and what changes are needed in the skills training.”

A new identity and a new home: 1955 - 1970 ng Students a Future Unfortunately, Fuhlbruegge did not have and auto mechanics in 1959. In 1964, displaced an increasing number of the opportunity to watch the vocational programs in welding, clerical/secretarial, workers who now needed retraining in school’s growth continue. With his un- civil engineering technology, and auto order to seek new jobs. timely death at the age of 49 in 1955, the body repair were added. institution moved into a new stage of It was time for vocational and technical growth under the leadership of Director The school’s growth trend continued education to separate from the Thomas Raine, who ushered the vocation- through the 1960s. According to the restrictions of the traditional high school al school into the baby boom era. United States Census Bureau, the setting that came with Board of Educa- population of Winona grew 6.2 percent tion oversight. The Winona community Under Raine’s leadership, the renamed during that decade. The baby boomers, was beginning to see the benefits of the Winona Area Vocational - Technical School born during the period of readjustment at vocational school on its local economy. continued to grow. In a few short years, the end of World War II, were now young Director Raine wrote of the improving several new degree programs were estab- adults seeking entry into the workforce. earning power of graduates, “already lished, including industrial electronics in In addition, technological advances in the several hundred Winona residents and 1958, followed by machine tool and die, workplace of the 1950s and 1960s had Winona area people have doubled their Industrial Electronics, 1968 Machine Tool and Die Student, 1968 Automotive Technology, 1969 16

previous income upon graduation.” struction of separate facilities to house Plans for the new site brought new Programs such as the first course for their programs. This momentum was also energy to the vocational school, which highway technicians created under the felt at the national level with the federal celebrated its first post-high school Manpower Development and Training Act Vocational Education Act of 1963 pro- graduating class in 1965. With this new were achieving 100 percent placement of viding funding for the expansion of the independence came the opportunity for its graduates. Welding classes were being nation’s vocational education programs. the much-needed flexibility in scheduling offered to workers who had lost jobs at Locally, a unanimous decision in 1964 by that would attract more post-high school Swift & Co., and 560 prospective the Winona City Council allowed for the students. In 1966, 20 percent of Winona firefighters enrolled in fire fighting construction of a $3.9 million new high residents over the age of 16 had not fin- training. school and requested bonding for ished high school. Through collaboration approximately $3.5 million so that a between Director Raine and High School In the mid-1960s, the Minnesota Legisla- separate vocational school building could Principal Robert Smith, the vo-tech ture recognized the need for the state’s be established. offered evening classes to make obtaining vocational schools to have their own diplomas easier. space and provided funding for the con- Welding, 1969 Clerical/Secretarial, 1970 Auto Body Repair, 1971 17

A total of 32 students community discussion, and the Senate ranging in age from 19 passage of a $6 million school to 58 took advantage of bond, the $1.3 million facility the evening program in was finally located on Homer 1966. Of these, 22 were married. Each paid $5 a Road where the Winona campus month for tuition and still exists today. attended classes every Tuesday and Thursday. In keeping with the vocational Many traveled some training tradition, even the con- distance to attend struction process became a learning classes. opportunity. The land purchased for the Homer Road facility contained a For the new facility, Winona number of old homes and barns that Winona News Sunday Magazine a downtown June 1965 needed to be removed before con- May 2, 1966 Winona location struction could begin. Rather than raze was considered the buildings, however, the school gave al - technical schools and Winona Board of but ultimately the Winona Fire Department a chance to Education President Lawrence Santelman dropped because use the buildings for on-the-job was elected as one of nine lay directors to of opposition training. Firefighters used controlled the association. from down- burns for training and cleared the site for town busi- construction at the same time. Attention from area industries increased nesses and as programs at the new area vocational- professional As construction of the Homer Road site technical school, or the “vo-tech,” as it groups. After began in 1966, the vocational school several stud- changed its identity once again when it ies, much affiliated with a new state unit, the Min- nesota Area Vocational - Technical School Association. This association acted as a coordinating body for the state’s vocation- 18

was known, grew and multiplied. By education, civil engineering, drafting and New sign at the Homer Road campus the spring of 1967, applications to at- design, electronics, machine tool and die, October 1967 tend the vo-tech averaged eight per day, practical nursing, and welding. and the already popular auto mechanics and gained acceptance in the commu- program had to be expanded into three The following year, the Winona vo-tech nity as a provider of professional skills. different sections. The school added new was selected to serve as one of three sites As a result, a much-needed addition, in- faculty, and frequently hosted tours for for programming in aviation mechanics, cluding two new shops, seven new class- area employers at the new facility, which including airframe and power plant (A rooms and a large lecture hall, followed opened its doors in the fall of 1967, ready & P). The school acquired leased hangar in 1971 and nearly doubled the capacity to accommodate more than 300 students. space at the municipal airport at Max of the campus from its 1967 levels. Programs in the newly-opened Homer Conrad Field to provide facilities for the Road site included auto body repair, auto new program which began with 20 In 1976, Minnesota’s vocational schools mechanics, agriculture, business students in class five hours a day, and moved a step closer toward complete quickly grew in popularity. separation from the K - 12 school systems when the Legislature approved a Homer Road campus construction nearly complete New programs were created and quickly system of “shared responsibility,” where August 1967 added in the 1970s. A 1970 controversy students would pay a portion of their surrounding the proposed statewide tuition. community college system failed to usurp the Winona vocation school and continued on page 22 in the midst of it, there was a change in leadership. President Thomas Raine was succeeded by William Hemsey, who continued the new era of growth and expansion begun during Raine’s tenure. The newly-opened Homer Road facility, immediately began to feel crowded as the vocational school grew in popularity 19

New beginnings: The birth of the Red Wing campus In 1967, a group known as the Citizens Minneapolis Star four-year colleges. The report criticized League surprised education leaders 1967 the lack of vocational education offerings around the state by issuing a report urg- around the Twin Cities and suggested ing the State of Minnesota to reconsider junior colleges and vocational - technical that the two-system model “constitutes its distribution of educational resources schools into a single unit of two-year a serious drawback to the realization of and merge the existing dual system of community colleges. The merger would the best educational opportunities for our provide both general studies and vocational education, even usurping the two-year programs offered through local 20

youth” and recommended that the current community college was Red Wing Republican Eagle Junior College Board be superseded by a Red Wing, Minnesota. The July 26, 1971 new board appointed by the governor. need for a two-year, post- In 1970, the Junior College Board respond- secondary campus in Red colleges, a Red Wing campus was pro- ed with a proposed plan for the merger Wing had been the subject posed. The School Board jumped at the that required all existing two-year schools of conversation and specu- chance and immediately developed a Citi- to expand into community colleges, either lation since the early 1960s, zens Education Study Committee, chaired under the control of their local Board of when the topic first surfaced by retired School Superintendent L. W. Education or the state Community Col- at a meeting of the Red Wilke, to bring the campus to Red Wing, lege Board, which – under the proposal – Wing Industrial Development regardless of whether it was a technical or would replace the Junior College Board. Corporation. Jack Adams, who community college. Red Wing desperately One such area seeking to establish a was brought in by the Devel- needed employment opportunities for its opment Corporation to de- citizens and any options for further Red Wing Republican Eagle termine where manufacturers education were welcome. October 23, 1972 were seeking to locate their new plants, had reported that plant placement corresponded heavily with the presence of vocational education cam- puses. Upon hearing this revelation, the Red Wing School Board lobbied for a two- year campus to be located in Red Wing. It proved to be a rockier road than they anticipated because of the volatile politi- cal climate on the subject of education in Minnesota. As the Legislature contem- plated a statewide system of community 21

At the state level, the Junior College Board Red Wing Republican Eagle warehouse leased quickly began pursuing a junior college July 21, 1971 from Monson campus for Red Wing, going so far as to Trucking Enter- select a location — the Towerview Estates and fought against the Junior College prise. The follow- site, owned by the Anderson family. The Board plan, arguing that there was no ing week, a third demand for junior colleges exploded at duplication between vo-techs and junior program in practi- the state level, but despite the near cer- colleges. cal nursing began tainty of a Red Wing campus, it didn’t with 31 students. happen. The Red Wing Area Vocational - Technical This program was Institute opened in 1972 with President based in St. John’s The Citizen Education Study Committee’s Edward Dunn at the helm. On its open- Hospital, where the recommendation for an area vocational- ing day, it welcomed seven students into program had previ- technical institute was resurrected, and in two programs — three in secretarial/ ously operated as 1969, Red Wing formally requested sup- clerical studies and four in truck driving. the Red Wing School port from the State Board of Education The secretarial/clerical program set up a of Practical Nursing. for an AVTI campus. With the gradual but model office within Central High School, cautious support of Assistant Commis- and truck driving classes took place in a Thus began a period of rapid growth, with sioner of Education Robert Van Tries, and new programs developed in accordance the wholehearted support from com- with community and employer demand, munities across the river in Pierce County, including farm management, auto and Wisconsin, the Red Wing AVTI campus was truck mechanics, fashion merchandising, at last approved by the Board of Education and industrial machine mechanics. on April 12, 1971. The community of Red Wing offered its resounding support by In 1973, the Goodhue County Develop- approving a $3.2 million bond the follow- mental Activity Center began, providing ing December. educational programs for developmental- ly disabled children and adults, and was At the state level, Van Tries defended that followed by an infant stimulation pro- vo-techs needed to remain autonomous gram. Both were funded by grants from 22

local organizations focused on education and rising fuel costs, students learned costs plummeted to their pre-crisis levels, for people with special needs. about alternative forms of energy produc- and funding for the unique program ran tion such as solar and wind, and energy out. Students found themselves with As with all the vo-techs, programs were conservation techniques. The program valuable training that unfortunately created in response to stated needs from was ahead of its time, so much that when would not be in great demand for several local communities and employers. In Red the Persian Gulf embargo ended energy decades to come. Wing, another factor driving pro- gram development was the site of Stemming from its programmat- the school itself. One of the first ic growth of the late 1970s, Red properties used by the new vo-tech Wing developed a reputation as was the same site previously con- being the birthplace of programs sidered for a community college — relatively unique among techni- the Anderson family’s Towerview cal schools. At the same time as Estates. The Andersons had deed- the Energy Education Center was ed the site to The Nature Conser- established, the campus also saw vancy, which had in turn deeded the beginnings of the band the property to the Red Wing instrument repair program. This is School District with the stipulation one of only three such programs that it be used for environmental in the world, making Red Wing a education. global student destination. In 1977, the Towerview Estate Red Wing Republican Eagle The student population contin- site became home to Red Wing’s January 5, 1975 ued to grow as the Red Wing AVTI second campus, the Energy Educa- entered the 1980s, and its program tion Center. Here in the midst of offerings expanded to meet an embargo-induced energy crisis students’ increasing needs. 23

Business, office and information technology Muriel Copp Both campuses have a long history of providing programs in business, office By 1981, course offerings ranged from ag- 1988 and information technology. Muriel Copp was an instructor for one of the ricultural finance to educational develop- very first programs on the Red Wing campus, secretarial/clerical. During ment to industrial engineering. Programs her time at Red Wing Area Vocational - Technical Institute, Copp saw many in HVAC, musical string instrument repair, changes — especially within her own program. Technology-wise calculators nursing, welding, and a new program in were just coming out. The changes progressed through electric typewriters, computer programming were already full by word processors, and ultimately — shortly after her retirement, computers. the end of the 1981 – 82 school year. Her program began while the college was still in the local high school. “We had a little hall,” says Copp, adding, “As people were hired, one end of the The growth in the student population was classroom became a headquarters for all the new staff members literally overwhelming for the campus. With coming on.” a roster of 530 students in 1980, the campus had an 18 percent increase over the previous “When the newly-built AVTI campus was opened in the Jill Keiper Marge Frost year. With only 71 percent of the students fall of 1973, it was not fully complete. “When it opened, 1976 1979 being Red Wing natives, housing was in our area wasn’t ready. I had a classroom with no office scarce supply, and the housing crunch left equipment. One of my students and I set up the desks many students seeking living arrangements one night so we could get started in the new classroom. I didn’t have a lab to work in until about Thanksgiving outside of Red Wing. time.” Copp even set up a few work stations in the hall- way as construction was being completed. At the same time, the average age of students increased, from 19 years in “I never worked so hard in my life as I did those first years,” 1973 to over 25 years in 1981. Presi- said Copp. dent Edward Dunn noted in 1980 that Jill Keiper was the long-serving department chair of the Winona campus business, office and a rise in female students reflected information technology programs. During her time, Keiper kept the technological advances an increase in women returning to impacting the programs at the forefront. Keiper states, “The advancements in technology were school either to enter the work- amazing and sometimes challenging. I enjoyed the development of students as they pursued force or for a change of careers. their careers. I couldn’t have worked with a more caring faculty, staff, or administration. I now enjoy watching the college grow with new and ever-changing programs to meet the needs of the business environment. “ Lisa Laing was a long-standing master instructor with the college who was engaged in the leadership and development of business and office program development regionally and state-wide. Laing was also an advocate at the federal level for support of her program area. 24 Lisa Laing 1958 – 2010

Energy Center The Energy Center evolved in the late 1970s The Towerview campus received the necessary and through the 1980s to train and prepare state-of-the-art updates to meet the needs of students during the energy crisis. A variety of these modern and very technical programs. programs offering hands-on training for alter- nate energy sources were available. Programs Unfortunately, as the energy crisis dissipated included solar energy, energy conservation, so did the interest in alternative forms of vibroacoustics, energy systems, wind energy, energy and the programs offered at Red Wing electronic piano repair, accordian repair and Area Vocational - Technical Institute’s Energy building energy conservation. Center. Solar energy, 1979 Energy conservation, 1980 Vibroacoustics, 1988 Electronic piano repair, 1988 Energy systems, 1988 Red Wing Republican Eagle 1979 Accordion repair, 1988 25

A rare privilege: Red Wing’s “Class of 1971” It was on April 12, 1971, that Red Wing, Minnesota, became the He began by gathering an advisory 34th and final site in the state of Minnesota to receive a vocation- team of 43 people representing all al - technical institute. But the story of how it happened began of the surrounding communities, the in August 1969, when Dan Mjolsness came to Red Wing as super- industries that served them, and the intendent of schools. His friend and former colleague Howard people who lived there. Together, Casmey was then the Commissioner of Education for the state they worked with local politicians, of Minnesota, and he charged Mjolsness with the task of estab- convincing them to author bills sup- lishing a technical college in Red Wing. “To start porting an AVTI a school, to start a college is a rare in Red Wing. privilege,” says Mjolsness. The community When you start a school, he says, you had previously Dan Mjolsness start from scratch. You build the cur- attempted to Red Wing Republican Eagle riculum, you build the building, you bring a college hire the staff — you start from zero. June 13, 1979 And as a professional educator, this is the greatest role to play. to the area but lost the prospect to another community; they were determined not to miss an- other opportunity. Mjolsness developed an appreciation Commissioner Casmey wanted to see for technical education while working two technical colleges built on the as an engineer’s assistant. No mat- borders of the state in order to promote ter how extensive one’s education, he reciprocity between states. He gave believed, nearly everyone finds they the group four criteria to meet: bring need training beyond their knowledge in 350 students, work with the to become adept at their own work. A technical college would meet that need Department of Corrections to develop for the Red Wing community. programs for reintegration, build a facility, and work for reciprocity with Red Wing Republican Eagle Wisconsin. March 15, 1972 26

Among those involved in the effort were Ed Dunn, who would Breakfast with Red Wing friends, Class of ‘71 later become the first president of Red Wing AVTI, and Judy front row: Dan Mjolsness, Muriel Copp, Jerry Borgen, Judy Christianson Christianson, a community member who later became active in the school board. Frank Chesley was also one of the early advo- back row: Ben Stephani, Gene Beckwith, Dean Massett, cates who had been strongly in favor of a community college Harris Waller, Byron Pearson, Milt Olson and had fought hard for it. For their efforts, this early organiz- 2005 ing group soon became known affectionately as the “Class of ‘71.” “There is no more efficient, no more accountable post-secondary education “There is no more efficient, no more accountable post-second- in the USA.” ary education in the USA,” says Mjolsness. “Why? Because the teacher has to build the curriculum, recruit the students, know Dan Mjolsness, “Class of ‘71” organizer of the Red the industries, adjust the curriculum to meet the needs of Wing campus, about technical education employers, and place the students in jobs, or the organization would no longer exist.” “Though I wasn’t the founder,” he says, “I was a person who played a part in getting everyone together to make it happen.” Mjolsness says even the most highly educated individual needs technical training. “This is a special place for me,” says Mjol- sness. “This was the greatest personal achievement in my life.” 27

Band instrument repair: A program in demand who apply, but musicians and Greg and Gene Beckwith at the historic Sheldon Theatre practitioners who have likely been 2005 performing and working in the field of music for years and are eager to learn a new and market- able skill. “We always wanted to market the tuxedo with the [shop] apron to show both sides…the best of both worlds,” says Beck- with of the performing/repairing skills that graduates have. Gene Beckwith (right) working with a student Students have come to Red Wing pate in national industry organizations, and, 1979 from as far away as Europe, the Caribbean, Af- of course, repair band instruments all over rica, and China, and represent all colors, races, the world. And naturally, they get together Try to get a band instrument repaired any- and genders. Not too long ago, at a “Noon at wherever they are to perform, compose, and where in the United States, not to mention the Jimmy” concert at St. James Church in Red reconnect. many places overseas, and you will be hard Wing, two Caribbean students opened the pressed to find someone qualified to do the performance with a bit of reggae, much to the The military is a strong partner with the pro- work who has not heard of Red Wing, Min- delight of the concert goers. And they keep gram, as it sends students to Red Wing nearly nesota. In fact, chances are good they went to every year, particularly from the United States school there. The program, says founder Gene in touch — always. It is a rare Marines band. The military connected with Beckwith, “turned Red Wing into a household but in-demand profession, the program in 1986, when members of the word in the band music industry.” so naturally, the world of program made a trip to the Midwest National band instru- Band Orchestra Clinic, an international indus- It all started with a letter dated August 5, ment repair is try conference in Chicago. The Marines have 1977, from Gene Beckwith to members of the a small one, been regulars in the program ever since. Beck- band instrument industry. and the group with reports meeting up with former Marine is tight-knit. students at conferences all over the country, The Red Wing campus’ band instrument Graduates go saying it is always a happy reunion. repair program began and remains as one of on to teach, the very few of its kind in the world, and the perform, re- A clarinetist by training, Beckwith now works world comes to Red Wing to be part of it. It cruit, partici- is not your typical technical college students 28

String instrument repair: a Red Wing legacy Guitar repair and building, originally part of the string instrument repair program, which included violin repair, is one of the oldest programs on the Red Wing campus. It has recently added a second year to the program. “The second year of the guitar program has been really impor- mostly on bassoon repairs. He began his career in tant because it has moved us much David Vincent (right) working with a student - 1986 more into the modern age as to the way academics, but picked up some mechanical expe- instruments are built,” says Guitar rience from his brother and began to do repair Instructor, David Vincent. The recently-added work on the side. “After you work on 40 clari- second year has allowed the addition of training in nets,” he says, “you begin to understand how computer aided drafting and machining as well as they work.” Beckwith began to develop a “just allowing students more time to develop their following among other musicians, who he says, skills,” says Vincent. are bound to their repair people. In the mid 1980s the programs focus changed to In 1984, he began a teaching exchange with teaching what employers were looking for in the Phil Chambers of Merton College in England. field. Since that time student numbers and job That connection not only led to a lifelong placement have been consistently high. Over the years, friendship, but it helped Beckwith grow instructors have been brought on board who comple- the program over the years and across ment each others’ abilities. One instructor’s specialty is continents. Beckwith’s professional electric guitars and wood finishing, another instructor’s connections were also a resource for his specialty includes acoustic sound and still another Lisbeth Nelson - Butler (right) working son, Greg, who was showing promise instructor is versed in computer aided design. with a student in violin repair - 2010 as a horn player and was able to study “There is a good community here,” says Vincent, adding, “We help each other out and it’s horn in New York at a particularly pretty friendly.” young age. He eventually become a college instructor following in The guitar and violin programs continue to be strong and well respected programs in the his father’s footsteps. field. 29

The last of the baby boomers and a new model of technical education With the early to mid-1980s came a sud- a significant drop in enrollment. The The outlook showed no improvement. den shift among the students at both reason for the sudden change: The post- Eventually, the falling enrollment of the Winona and Red Wing campuses. World War II baby boom had ended in the traditional students was seen as an op- Following a 10-plus year growth spurt, late 1960s, and the last children of that portunity for recruiting “non-traditional” both campuses saw a drop in what had generation were now completing their students. These older students, often in been considered “traditional” students — traditional college years. As a result, the their 20s and 30s, were seeking career young people aged 18 to 20 years, usually number of high school graduates dropped training, new skill development, and just out of high school, seeking the skills dramatically, leaving both the vo-techs experience with rapidly-changing tech- they would need to step into the first and four-year colleges short on students. nologies and techniques. With computers job of a career. Most had been from the In the short term, this led to reductions just beginning to enter the mainstream, immediate area around the campus, and and elimination of programs and courses, the employment landscape was slowly many still lived at home. which could not be maintained with such beginning a gradual changeover from a low enrollment. manufacturing base to a knowledge base, In the early 1980s, both campuses saw and those already in jobs were going to need continuous training to stay current in their fields. Under the leadership and vision of mar- keting director, Ted Wyman, the concept of “continuing education” began to take hold, and in 1983, the Winona campus launched what is now known as custom training. Industries partnered with the in- stitute to provide educational “upgrades” in order for employees to keep their skills and industry knowledge up to date. Red Wing adapted quickly to the new Clerical Truck driving 30

Mary Johnson: 40 years of change trend toward recruiting returning students Mary (Luhmann) Johnson graduated from by adding three new programs in 1983, including small business management, the secretarial science program at Southeast microcomputer repair, and a master builder program. This was followed in 1984 by the Technical in 1973, when it was Winona Area opening of a small business center. By the same token, other programs no longer in Technical Institute. Shortly after graduation, demand, such as rural banking and industrial engineering technology were cut. she was hired on for the reception desk and To accommodate the growth in the number admissions secretary. In her time, she has of nontraditional students and to provide more space for administrative offices and seen hundreds of changes: going from a pa- support services, the Winona campus added a 25,000 square foot student center in 1984. per system to computer, local school district Mary (Luhmann) Johnson Mary Johnson, to statewide college system, clock hours to Registrar, 2013 By this time, the groundwork had been laid as a student, 1973 for an important new element at the Wi- nona technical institute — an opportunity credit hours, free classes to tuition, single for the community, which was now home to many alumni, a chance to support the campuses to merged Winona and Red Wing school that had given them the means to find work and establish careers. The campuses, quarters to semesters, accreditation, and the list goes on and on. college foundations were formally established in the mid 1980s and Some of the big changes in the 2000s included MnSCU beginning to use DARS (Degree soon took on the role of Audit Reporting System) and student records going from paper files to computer im- advocating for the vocational - aging, Johnson says. “From there it’s just been constant change.” In 1993, Johnson was technical education system promoted to the newly-created role of Registrar. Shortly after her promotion, she enrolled at the state level. in Southeast Technical once again to obtain a certificate in Basic Supervision. Johnson says that she has seen the students change over the years as well. When the average student was 18 years old, there were dances complete with royalty, bus trips and regular intramural sports. In 2003, the average age of the student population on campus was 30, more than a decade older than in 1973 when Johnson was a student. As the students aged, suddenly students had jobs and families to take care of and these extracur- ricular activities began to dissipate. In 2013, the average student age had dropped to 23 years and the campus is now beginning to see some of these activities again. Mary and her peers, 1982 Bonnie Lutz, Judy Trocinski, Mary Luhmann, Mary Frisch, Janice Loeffler and Shirley Mohan. 31

Moving toward collegiate status In 1983, the Minnesota Legislature con- local state universities for general edu- tinued its trend toward separating the cation credits, while keeping their own vo-tech schools from K - 12 education degree-granting authority. Schools by establishing a separate agency — the adopted a standard syllabus and course State Board for Vocational Technical content development model, and assess- Education — with a director appointed ment services were made available to by the governor. students. Collegiate attendance policies, advisor policies, and student handbook This was the first of many moves toward models were also adopted. administrative independence that the vocational technical schools experienced The 1990s brought more growth and Non-traditional student inspecting his work until the early 1990s. Tuition changed to more transition toward the current a collegiate model of credit hours rather model of part-time and returning, adult ing accreditation from the Higher than a calculation based on the number students. The state director’s title was Learning Commission’s North Central of days in class. Planning began to take changed to that of chancellor and the Association by 1995 was established. place at the state level rather than within State Board for Technical Colleges was local boards of education. Campuses established in 1990. Eventually, voca- began adopting collegiate standards for tional - technical institute was changed to associate degrees and contracting with “technical college,” and a goal of achiev- Winona Campus Life August 24, 1986 32

A Time of Upheaval: The “Mega-Merger” and the “Shotgun Marriage” With so many rapid, administrative colleges were most vocal in their disap- changes at the state level, it was inevi- proval of the merger, stating that it would table that some political changes would dilute their core mission of educating not be as welcome at the local level. In students specifically for employment. 1991, in an attempt to streamline its higher education system, the state man- The merger process continued, and talk of dated a “mega-merger” of the formerly- further consolidation of individual cam- independent technical college system, puses began. The Legislature believed state university system, and community that consolidating technical school cam- colleges under a single Minnesota Higher puses might be a way to avoid the need Education Board to become effective in for the mega-merger. Many campuses 1995. Of the three systems, the technical were told they must merge with another campus. A committee on the Red Wing campus was in talks with three campuses. Winona Post After the committee made their choice, September 29, 1999 they were told that the choice had been made for them, calling a merger with make peace were the members of the two Winona the most appropriate fit. Thus campuses’ foundation boards, who began in 1992 the Red Wing/Winona Technical to meet together shortly after the merger College was established. Internally, it was and quickly found common ground. The known as the “shotgun marriage,” and foundation boards formally merged their got off to a rocky start. bylaws and funding in 1999 into the Southeast Technical foundation. Red Wing Republican Eagle The newly-merged campuses found October 27, 1993 themselves in turmoil as two very differ- ent cultures attempted to combine. Staff on both campuses feared they would be lost in the consolidation. The first to 33

Through the early 1990s the now-com- a stronger, united cam- Red Wing Republican Eagle bined leadership began to forge new pus emerged. Looking June 1995 relationships among the staff by holding back, many faculty, picnics and other social events for staff to staff, and administra- Winona, a 128-seat auditorium was added get to know one another. Meetings were tors recall how difficult to the campus to provide a larger teach- held at mid-way points between the two the transition was, but ing and meeting space. Also added was a cities to avoid preference for one or the most agree it was worth 73,000 square foot aviation training center other. Staff found themselves taking on the effort. to accommodate the enormous growth of new roles, and they worked together to merge whole systems of communications, With all the excitement and upheaval management, record-keeping, and stu- of the merger, the educational mission dent services. of the technical college continued, and in the midst of the reorganizing, many It was not an easy process but in the end, changes took place on the campus. In PRESIDENT’S PERSPECTIVE Solidarity Taking the reins of the newly-merged Red Wing/Winona Technical College required new President Jim Johnson to start building strong cross-campus relationships in an effort to rebuild the morale and internal support that had eroded as a result of the compelled merger. There was opposition and resistance to overcome, and tackling such strong emotions would require not just delicacy and tact, but a strong presence — in person. For several years fol- lowing the merger, Johnson spent more time in Red Wing than in his home community of Winona. Having worked his way through the ranks on the Winona campus, Johnson had already built a network of support there, which freed him to spend some extra effort making connections in Red Wing, where the prevailing fear was that he would close the campus altogether. “They’re a small campus in a tough market, having other colleges all around them,” says Johnson. “But their unique vision of delivering niche programs keeps them going.” Building on that strength allowed bonds to be rebuilt and new relationships to be formed. Johnson was as visible a figure in the Red Wing business and education community as he had become in Winona — to the point that many residents there assumed he was their neighbor. Becoming neighbors, as it turns out, was exactly what the two campuses needed, and today is the basis of their strength as a single, united team. “Some people in Red Wing think Jim lives here.” --Judy Christianson, Red Wing’s “Class of ‘71” 34

Program cycles its aviation airframe and power plant me- “Without the support of business,” says Deanna Voth, “our chanics programs. programs wouldn’t be here.” As a longtime Southeast Technical employee, Voth has been given a front-row seat In 1995, under the leadership and vision to the interplay between industry and the college since of President Cliff Korkowski (1988 - 1995), the goal of provisional accreditation by the 1982. Always willing to try something new, Voth moved North Central Association (NCA) was finally from instruction to curriculum support to human re- achieved, which opened new doors both for sources administration in the technical college system, but the college and its students. Until this time, despite the changes she has seen, there has always been the college had been accredited through the constant connection between the industries served by the high school, which did not allow much the college and the programs it has developed to prepare flexibility in how its educational offerings students for their future in industry. could be used. Course credits could now be transferred between the technical college One of her early and most exciting roles on the Red Wing Deanna Voth and other institutions, allowing students to take courses through the technical college campus was the administrative assistant to the Director before moving into a four-year degree. NCA accreditation also required that 70 of the Energy Education Center, where programs allowed percent of all faculty members hold bachelor’s degrees, a figure that raised students to develop skills in solar, wind, energy conservation and biomass energy production. the credibility of the college among educational institutions. In 2000, During the energy crisis of the 1970s, demand began to grow for these services, but in the con- the college received its 10-year accreditation to replace the stantly changing industry landscape, that demand dissipated when the crisis subsided, and initial provisional status. student enrollment dropped. “You can’t put programs on hold for very long” when demand goes down, notes Voth, and so the programs were ultimately ended. The story of the Energy Education Center characterizes the cycle of learning, teaching, and ap- plication that keeps the technical education system strong. Industry sees a demand for services and approaches the technical colleges for programs to train students to meet the demand. Students develop the skills they need, enter industry, and continue to learn more on the job. Demands change, and the need for more skills develops, sending professionals back to school for more training and some former graduates back into the classroom as instructors to keep the cycle going. “We hire technical instructors from industry because of their expertise and support them with additional education as needed to remain current in their technical area,” says Voth. “They bring back new skills and experiences and that provides a good role model for students.” Voth explores ones of the semi tractors “The technical college can be a tremendous feeder for during the Transportation Center Open House skilled employees,” says Voth. “It has to be able to be flex- ible and to respond to what is happening now.” March 2013 35

The “mega-merger’s” impact on Southeast Technical Many articles in 1995 decried doom and gloom for nona Technical College embraced the vision of the technical education as the three separate public newly formed system that would transition the higher education systems merged together into college from the “high school” image into being a the Minnesota State College and University System true member of the public higher education com- (MnSCU) on July 1, 1995. Red Wing campus CEO, munity. Other benefits significant to a small rural Ron Matuska disagreed with the prevailing negative college included the ability to have state legal musings, “It’s leveled the playing field, as we have services, compliance officers, facilities and con- been thought of as an outcast...we are now equal struction planning support, federal/state legisla- partners.” Matuska stated that developing transfer agreements tive advocacy, plus human resources and financial operations with other higher education institutions was one of the big support. The ability to access these types of services without reasons for the merger. “Our programs are as difficult as any the need to hire full-time experts allows smaller colleges to collegiate program and the need for math and science capabil- significantly stretch their limited budgets towards betterment ity is prominent within programs.” of college programs. This type of support system allows institu- tions to attain a competitive advantage at a reasonable cost. From the beginning of the “mega-merger” in 1995, under the leadership of Interim President James Johnson, Red Wing/Wi- President Johnson has worked closely with the various MnSCU Chancellors and their staffs over the 19 years of his presidency and has witnessed firsthand how the Chancellor’s office has evolved to become a supportive branch of each institution and still maintain the statewide focus of the system. Success for Southeast Technical since the “mega-merger’s” implementa- tion has been through the hard work of staff and faculty at the college, but also the supportive infrastructure and service by the MnSCU system personnel has been a critical cog of that college success. Small rural colleges need the support of the available services of the MnSCU system. August 1995 36

“Mega-merger” facilitates collaboration... Another significant impact of the “mega merger” has been the dent counseling, security, growth of many collaborative relationships developed with human resources, diversity partners within the MnSCU system. A powerful and enriching programming, compliance partnership for Southeast Technical has been the ever evolving support and intramural relationship with Winona State University (WSU). The part- opportunities. These ex- nerships over the years, have ranged from small to full-blown amples of shared services initiatives and have involved many WSU Presidents’ Tom Stark, are a significant part of Darrell Krueger, Judith Ramaley, and Scott Olson. These giving the success story of South- leaders have seen the benefits of the communities we both east Technical over the last serve and have offered supportive services and programs to few decades. Southeast Technical that have enhanced both institutions footprints in our region. Naturally, since WSU and Southeast Technical are The many projects, services and initiatives that compile the part of a single state sys- following list are just a sample of the years of collaborative tem, there are significant Saint Mary’s Hall - Winona Campus work between these two state-supported higher education opportunities for collabo- institutions striving to better serve our students and communi- ration development. That said, it has not stopped Southeast ties by leveraging Technical in seeking out other partners such as Saint Mary’s resources. The University. There is a long history of the college collaboration following services between Southeast Technical and Saint Mary’s University in are supplied by development of transfer agreements after the “mega-merger” WSU to Southeast in 1995, Saint Mary’s University also partnered with WSU and Technical: phone Southeast Technical in the 2005 Tri-College agreement. There system, institu- have been various custom training initiatives launched be- tional research, tween Southeast Technical and Saint Mary’s University. In health services, addition, there is a 2014 collaboration with Saint Mary’s Uni- Integrated Well- versity – Twin Cities to deliver a baccalaureate degree on the ness Center, stu- Winona State University Red Wing campus of Southeast Technical. Integrated Wellness Center 37

A new century, a solid plan for the future As the new century dawned on what in The first decade of the new century also record enrollment levels, ground-breaking 1999 finally became Minnesota State brought on two recessions — the second new directions, and a stronger-than-ever College – Southeast Technical, as it is much deeper than the first — and was relationship with the community and its known today, its growth only continued. marked by steadily decreasing support businesses. By 2001, the staff had grown to 125, and from state and federal governments, job there were more than 70 active programs shortages in several fields, and employers These successes were intentional, because on the campus. Enrollment for the 2001 struggling to provide the wages and ben- Southeast Technical had earlier deter- - 2002 school year was up 25 percent efits their employees had come to expect. mined that this new decade would be one from the previous year, and students now of planning. Starting in 2000, the col- had new resources, including a new truck But this proved to be a time for Southeast lege turned its focus inward, talking with driving facility, new programs in network Technical to shine, a time when it could students, business partners, community administration and technology, massage finally break free of the “second choice” leaders, and staff to learn more about therapy, and industrial automation. label, declared by its own students, and how it serves the region and how it could where credibility came in the form of improve. They embarked on a five-year PRESIDENT’S PERSPECTIVE Stability “There is not much turnover among staff here,” notes President Jim Johnson. “Many staff members stay for their whole career.” Johnson knows, because he hired a lot of those who have stayed, some for 30 years or more. “We are lucky to be able to match people with their trade and passions, but also their ability to teach,” he says. Some have had to leave because their program could not be sustained due to changes in the economy or in a particular field, but “because we are a technical college, we change for what is needed,” says Johnson. Ironically, that constant change leads to an overall stability. It keeps things fresh. One secret to program longevity, he says, is to treat each one like a small business. “A program has to be solid and growing —or at least stable — for it to survive,” he says, just like businesses in the community. The principle is the same. If programs are tended to like businesses, they will thrive, he notes. “You can’t just come in and teach and go home.” That is part of the culture of a technical college and what makes it a viable organization. Like businesses, uniqueness in the field is a plus—being able to offer something that no one else does. That’s one of the secrets of many of the Red Wing programs, like band instrument repair, solar energy, vibroacoustics, guitar, and violin. By filling a niche that others do not, the program has a lasting presence in the industry it serves. Presence and stability are part of what makes a technical college an integral part of the community. As an example, he notes that “faculty attend graduations; they sit right up front, right to the side of the audience.” “As students come up,” he describes, “faculty shake their hands and see the success of their own students by watching them graduate.” “It is a worthy endeavor in which we are involved,” says Johnson. “You can count on people being here.” 38

New Beginnings strategic plan, significant especially for economic needs, and supporting in- Retired admis- its commitment to a process of continu- novation for future education needs. sions staff Kathy ous improvement, spearheaded by fac- ulty member John Huth and Provost Amy The new plan was based in its “IDE- Holthe knew how Nelson. This process involved a constant ALS 2011,” a set of six core values that to make a con- series of self-reflection and self-evaluation would drive the college into the future: nection with for the college community and would integrity, diversity, excellence, access, non-traditional form its decision-making going forward. learning, and stewardship. students — she In 2003, through the Higher Learning already walked Commission of the North Central Associa- tion the college adopted the Academic Despite drastic changes in technology, a mile in their James Johnson & Kathy Holthe Quality Improvement Program or AQIP. business models, and teaching tech- shoes. Holthe first Holthe retired in 2013 This formally kicked off the college’s came to the Red continuous improvement efforts and established nine categories ranging from niques, the college repeatedly found Wing campus as a student in 1983, taking sec- helping students learn to build collabora- success by staying true to what had retarial/clerical classes. She was going through tive relationships to supporting opera- kept it nimble all these years — building a divorce and needed a job. Having worked as tions that the college would keep at the partnerships. With tighter budgets a secretary, she was skilled but wanted more. forefront of its work. This constant evalu- and a steady decline in state appropria- The program gave her the new skills she sought, ation has helped the college to detect and and she graduated after only a year. prioritize improvement opportunities. In 2006, the college launched a second tions for higher education coupled with To help pay her way through school, Holthe phase of strategic planning to carry it through 2011 and beyond that focused on a tougher business economy in the worked in Red Wing’s admissions office and increasing access, promoting programs, region, collaboration would move the occasionally spent time at the reception desk. measuring services, meeting regional college forward. This concept was She enjoyed working with students. At first, they only now taking hold in the rest of were mostly high school age, but later, the new the world, where it was seen students were older. “I know how scared I was when I came back,” says Holthe, and she put that as an innovative way to experience to work building bonds increase efficiency, but it with the new students. had been a cornerstone of Through the years, she made many Southeast Technical’s way friends among the students at Red of working since its earliest Wing, and few can forget the friendly days. welcome they received from her when they first arrived. Kathy Holthe 39 1K9a8th6y Holthe 1986

Accreditation: Continuous quality improvement Feedback from our philosophy and process. President John- is a pathway. During a recent visit from son approached Band Instrument Repair MnSCU Chancellor Steven Rosenstone, regional constituents Instructor John Huth, to partner with him John discussed students which come to in leading the college through its initial the college and, “if we don’t do something has been a key to the AQIP accreditation. John has been the for them, that’s it for them.” As a faculty resident “guru” behind both the college’s member, he says, “we have to teach them success of this col- continuous improvement movement and a to read or to problem-solve. We can’t successful reaccreditation in 2010. complain about what they can’t do… we lege. Accreditation is a need to teach them what to do. If you bet John’s dedication to creating a better sys- on their talent and brilliance, you will do required and valuable tem for students began when he was just fine.” a student himself. John Huth tool in demonstrating Just out of college, AQIP coordinator/band to students, regional he started his career instrument repair instructor communities and local, as a freelance trum- pet player in Cincin- state and federal deci- nati, where he met a graduate of the band sion-makers that our college meets rigid instrument repair program. After quality standards established by a nation- contacting the col- lege, he was hired as al accrediting agency. This accreditation is an instructor. John stated, “I gave my- also critical to the ability of the college to self three years and have been here ever facilitate transfers of credits and degrees since.” The college as a whole, he says, within the higher education arena, as well as to secure federal funds and grants. Southeast Technical is accredited through the Academic Quality Improvement Pro- gram (AQIP), a path offered by the Higher Learning Commission of the North Central Association of Colleges and Schools. In 2003, Southeast Technical President James Johnson looked for a model of continu- ous improvement to adopt for the college. The “new” AQIP accreditation process was embedded in continuous improvement 40

Airframe and power plant mechanics (aviation mechanics) From 1970 – 1988, William Hemsey was Unfortunately, the filed for bankruptcy in 2005 and a few the Director of Winona AVTI. Hemsey was nature of aviation short years later the airline merged with a journeyman machinist by trade who mechanics changed Delta,who ultimately moved out of Min- knew the value and importance of voca- over the years. nesota. The downfall of Northwest along tional/technical education to the Winona with the downturn in the economy and the economy and regional economic develop- Tim VanLoon, a 1977 change in the nature of aviation mainte- ment. It was his visionary work in support nance following September 11, 2001 led to and development of the aviation mechan- graduate of the pro- the dismantling of the aviation mechanics ics program that made possible one of the program at Southeast Technical. largest and most successful Winona AVTI gram, taught aviation Tim VanLoon Pat Gregory, a 1985 alumnus and final programs of the institute’s long history. mechanics at Winona 1982 instructor for the program, mentions that The airframe and power plant mechanics planes do not require the maintenance that (aviation mechanics) program thrived at Area Technical Institute they used to: “rather than repair the com- Southeast Technical from 1967 until 2006. ponents, it was exchanged” with the factory starting in 1980. “In the late 1980s avia- where the parts came from. “We always Pat Gregory (middle) - 2002 had a high quality of students,” said Greg- tion just really took off,” he said. In 1990, ory, adding, “It was a wonderful program; I enjoyed working as an aircraft mechanic, I the Minnesota Technical College system miss it.” approached the college about building 1968 an Aviation Center to meet the needs of the ever-growing program and the needs of the local industry for new FAA certi- fied aviation mechanics. By the time the Airport Campus opened in 1992, the program had grown from two sections to five sections and by the mid-1990s the program had expanded to eight sections. For many years, it was the biggest pro- gram on campus. To provide additional training to faculty members and students, the program had an ongoing partnership with North- west Airlines. Unfortunately, Northwest 41

Transfer What is Nanotechnology? In 2003, Southeast Technical began collaboration which allows credits to offering 10 Liberal Arts and Scienc- transfer more easily between techni- Marc Kalis Nanotechnology is not some es courses. Over the next 10 years cal colleges, community colleges, and sci-fi futuristic tale. It’s here enrollment soared, and by 2013, four-year universities. In 2005, the now, shaping our lives in ways there were 79 associate degree Tri-College Agreement was formed, in that one might not expect. Na- courses available, with 10 percent of which Southeast Technical, Winona noscience is reshaping almost the student population enrolled in State University, and Saint Mary’s Uni- every industry today, including this curriculum. Offering Liberal Arts versity created a partnership to ease the healthcare, pharmaceutical, and Sciences courses gave students a transition of students from one campus automotive and manufactur- lower cost option toward transition- to another. This allowed students the ing. ing into a four-year degree. flexibility to follow the programs that provided them with their best possible “If you took a hair and sliced One of the more recent benefits to outcome. it 100,000 times, that’s about one nanometer,” students has resulted from the says Marc Kalis, Electronics and Nanotechnology Minnesota Transfer Curriculum, a Instructor. “By making things smaller, they can control the development of it a little better and eliminate inconsistencies and unwanted elements.” Students learn about Nanotechnology on campus. Red Wing Curriculum was developed through a National Science Foundation grant and is now offered to Winona students at no cost. Staff members are not just training students, they also work with local business leaders to help them to understand how nanotechnol- ogy can improve their production. “I have heard some say ‘I don’t need to know anything about nano, it’s not going to affect me,’ ” says Kalis, “well, it’s going to pass them by and someone is going to come up and be able to do things cheaper because they’re much more efficient.” 42

More choices and flexibility appeals to students The term “vo- faculty sought out new opportunities, does not think that and created more paths for themselves. tech” once con- “Students say what a difference it makes,” means less work. With notes Zimmer of the more open campus jured up visions climate. “Now people are making this a a more open schedule, place of choice.” There are more options, of young people more choices, and more flexibility to ap- she has found, “people peal to a wider variety of students. As a caught between result, today’s student averages 24 years of work harder and get age and ranges from the young adult out their inability to of high school to the retired profession- more done.” als seeking to learn more. In between are get into a four- young parents seeking re-entry in the work “The quality is still Zimmer world, university graduates seeking practi- here,” she says, “and 1982 year university cal skills, and professionals looking for a new direction in their careers. Alice Zimmer and a difficult job getting better.” Zimmer does not mind stay- market. It was As for faculty and staff, says Zimmer, “ev- eryone likes the schedule.” It encourages ing late to meet with students who have to a last-chance place for those with no other personal growth and involvement in the community. It allows students to com- come in later, because tomorrow she can options, a place where people went to “work plete their work and then return later for more. It encourages relationships where find time for herself if she needs to. “They with their hands.” faculty members can see their students in the community, catch up, and stay updated may be getting more hours from us,” she over the years. “There is more of a profes- But, in the words of math instructor Alice sional casualness now,” says Zimmer, but laughs, “but we are happier about it.” Zimmer, “why would your hands know what to do?” Since joining the faculty of the Wi- nona campus in 1976, Zimmer has seen the profound effect that a little flexibility can make. “Before, it was more of a tight ship,” she says of the campus in her early days, where schedules were tight — Monday to Friday, 8 to 3 — and 8:01 was not good enough. It was a time where students had only a few options upon coming out of high school. In the years that passed, students and 2012 43

Reaching out to the community: Customized training The key to successful technical educa- nursing, robotics and lean manufacturing. vided placements for Southeast Technical tion has always been partnerships with The Tandeski Center, the college’s state- graduates grew into the Fastenal School industry, and the college formalized this of-the-art teaching and conference center of Business and the unprecedented of- relationship with its Center for Custom named in honor of friend, supporter, and fering of a specialized associate in ap- Training, Collaboration and Partnerships lifelong teacher George Tandeski, was the plied science (A.A.S.) degree in industrial program. By 2003, the center had estab- location of many of these courses. distribution for Fastenal employees. This lished partnerships with more than 300 is a collaboration between Fastenal and businesses and trained more than 5,000 Some of the major partners in the cus- Southeast Technical that was endorsed by students in the region in such fields as tom training program over the years the Higher Learning Commission in 2005 have included: Treasure Island; Schwan’s; and served as a model for technical col- Crane Operator Red Wing Shoes; Wenonah Canoe; Val- leges around the state. Custom Training, 2006 ley Craft, Inc.; Mississippi Welders Sup- ply; Fairview, Lake City and Cannon Falls Red Wing Republican Eagle medical centers; Federal 2013 Mogul; and hundreds of others in need of specialized training for their employees. Most prominent, perhaps, was the unique relationship with an area business and national leader in the fastener industry, Fastenal. What began as a series of education programs that attracted new workers and pro- 44

Calli Ekblad: Writing grants to serve the local economy The demand for custom training grew steadily Ask Calli Ekblad, Southeast Technical director of business through the 2000s. Most of these partnerships relations, about grant writing and her face lights up with were with employers in the region and some enthusiasm. “I love to write grants because each business formed consortia with other businesses having similar needs to pursue shared funding through has a unique story. In writing grants, I discover and then grant programs like the Minnesota Job Skills Part- tell their stories, and how the particular needs of each nership Program. As a collaborator in this program, company can best be served.” Southeast Technical has been awarded multiple grants. Since 1989, over 42 grants have been Since 1981, Ekblad’s hard work has helped the college awarded to Southeast Technical with 51 business- es. Six thousand students were trained and over $7 connect with area businesses. In 2013, six new grants, million dollars were awarded to the college and its participating businesses for training in areas such totaling more than $1.2 million, were awarded to Min- Calli Ekblad as lean manufacturing, healthcare, supervisory nesota State College – Southeast Technical to provide management, industrial safety, and maintenance. state-of-the-art employee training for Cytec Industries, In addition to serving businesses in the Northern Engraving Corporation, ProAct, Inc. and Winona Occupational Rehabili- tation Center (WORC). The grants were awarded by Minnesota Jobs Skills Partnership (MJSP), a program that works with businesses and educational institutions to train workers, expand work opportunities, and keep high-quality jobs in the state. Training grants are community, the college reached out to help used to offset the necessary training-related expenses that are incurred by business, form new businesses in 2004, with the industry and educational institutions to meet future workforce needs. These unique establishment of a Small Business Develop- opportunities help businesses stay competitive and expose Southeast Technical to the ment Center (SBDC) on both campuses. The current and future trends that affect college curriculum and programs. SBDC provides business training and start- She says, “At Southeast Technical, we are committed to helping local employers develop up consultation for entrepreneurs in Red a well-trained, skilled workforce. Our training grants offer businesses the opportunity to Wing, Winona and some neighboring sharpen the skills of their workforce during a time when training budgets may be minimal counties. or non-existent. We are here to help our local businesses succeed.” She continues, “It’s im- portant to give businesses the opportunity to get the additional funding when they are not able to do that on their own. As they’re expanding their workforce, we can create customized training unique to their particular needs. The outcome is so positive and rewarding — and I am so proud of all of our partners!” 45

New programs for changing times When the new decade began, the college in broadband delivery, nanotechnology, in 1950, remained one of the most popu- had more than 70 academic program de- and biomedical equipment technology. lar majors at Southeast Technical, and its gree offerings. This has now grown to more Some changes were driven not by industry growth spawned many new programs in than 80 potential degrees in 33 program but by government. In 2006, the college allied health and medical administration. areas. It is not just the addition of began offering crane operator certifica- In 2002, because of the rising demand programs that has allowed the college to tion through Continuing Education to for registered nurses, the college began succeed; it’s choosing the programs that accommodate new Occupational Safety a two-year nursing degree that would students need and industries demand. & Health Administration (OSHA) safety transfer to a Bachelor of Science in Nurs- Part of being flexible and ready to take standards that required the recertification ing at WSU and many other universities. on changes in the business community of crane operators industry-wide. Credit hours in allied health fields nearly means entering new territory, and the doubled between 2000 and 2005, and 2000s opened new doors for both stu- But the flagship programs were still there, they continue to rise as the healthcare dents and faculty, including new programs and many were growing. Nursing, one of field grows. Advance simulation labs the first programs to be established back Biomedical Radiography Nursing simulation lab 46

Caring for caregivers were added to assist nursing students in As one of the first programs of the Winona AVTI in 1950, the Practical Nursing Program their hands-on training. As baby boom- remains one of the college’s cornerstones. Originally under the joint responsibility of Winona ers began to retire, it became clear that Public Schools and the Winona General Hospital Association, the fledgling Practical Nurs- there would be a great need for health- ing Program consisted of one course with only 12 students led by a single teaching director. care workers. New allied health programs The program has grown steadily to support hundreds of students and emerged in medical laboratory technician, dozens of faculty today. radiography and phlebotomy. Southeast Training someone to be a caregiver Technical began collaborations with WSU means caring for them first. “No and other education and healthcare part- matter how many students there ners in the state to launch a statewide are,” says former program director, Center of Excellence for Healthcare based Betsey Woodward, “each one has a in Winona. heart and needs support.” Since the program’s beginning, and even today, With a $10 million state appropriation, most students arrive with the goal this new entity was designed to serve both as a collaborative funder and a of becoming a bedside nurse. But Nursing faculty - early 2000’s common ground for new partnerships the career possibilities available to between higher education and the healthcare industry. The Center for today’s nursing graduates have multiplied since the 1950s, with students having an enormous Integrated Health Science Education and Practice, as the Center of range of career options to choose from, ranging from Nursing Assistant to Doctor of Nursing Excellence was known, continues Practice. The curriculum has continued to diversify since its early affiliation with St. Joseph’s Hospital in Saint Paul, when learning experiences included courses such as “Care of the Ill Child” and “Care of the Emotionally Ill Patient.” Mental health, pediatrics and geriatrics remain strong components of the curriculum. today as HealthForce Minnesota, In 1986, a part-time program was offered that allowed students with jobs and families to complete funding innovative healthcare the program over an extended period of time. Most of today’s students have families, says Wood- education projects around the ward, and although the average age is in the late 20s, many students are in their 40s. They have region. families and careers and are seeking a return to nursing — what had initially been their life goal, but which had been set aside for the sake of their families. Like physicians, nursing students today are drawn to the specialties, and many go on to pursue addi- tional educational opportunities beyond their Southeast Technical experience, leading some to careers in administration, advanced practice, and nurse leadership. 47

Liberal Arts and Individualized Online Learning possible to take classes, earn certificates, Studies and even earn degrees entirely online. In the 2000s, online learning became Under the vision and leadership of Dr. In 1992 when the more of a norm than a novelty, both for Amy Nelson, Red Wing campus Provost, traditional students and for employees Southeast Technical became the second campuses merged, gaining new skills. The ability to connect college in the MnSCU System to be award- with students outside of the classroom, ed distance learning accreditation by the “The liberal arts whether at home or a work site, made Higher Learning Commission. online learning a certain success, as is merger went evidenced by its rapid growth. Learning To further encourage the development of that began with just under 800 credit new uses for online programs and other beautifully,” said Jo hours taken online in 2001, quadrupled to technologies, the college awarded Tech- more than 3,200 hours in just five years. nology Innovation Grants to faculty in the Poncelet, dean of In 2013, the number of hours was more mid-2000s to stimulate the creation of than 15,000. Jo Poncelet liberal arts and sci- ences. The program chairs from both campuses worked together to build the department. It continued to grow and develop over the years. The recently-established individualized This growth showed that online was projects that provide students with access studies program is designed for students quickly becoming the second classroom to opportunities they might not have had who intend to focus on a specialized and the college responded by making it available previously. interest, those who wish to combine and integrate multiple areas into a single Online Credits degree, those who would like to complete the Minnesota Transfer Curriculum Package 16,000 (liberal arts and science courses that transfer 14,000 to any MnSCU institution) and/or those who 12,000 wish to build on current areas of expertise. 10,000 The associate degree in individualized studies can 8,000 lead directly to employment; it is also a transferable 6,000 degree accepted at other institutions of higher 4,000 learning. 2,000 0 48 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Early online learning boards and upload their assignments. These early online classes did not have any administrative support as the school was not “When I first came here, there was yet prepared to offer classes online for credit. When other pro- grams began going online, Swanson was way ahead of the curve one computer and it had 25 ter- and had already worked out many of the bugs in his own online programs. minals. The administrative office Without a doubt this program will continue to change year after didn’t have any computers, they year for a very long time. One hundred percent of Swanson’s classes are online, though he remains on campus if students had a couple of terminals con- want to get help in person. The program continues to evolve year after year to keep up with the ever-changing demands of the nected to a mainframe,” reports field. computer instructor Mark Swan- son. He offered online learning far Mark Swanson before it was in vogue, or really even possible for the average student. In the mid-1990s, at the outset of the Internet, he created a Computer Programming webpage with information on his program. Computer savvy students from around the world found the page and started Retired computer instructor, Neva taking classes online. Swanson worked hard to stay ahead of Burdick has witnessed an entire in- the game and offered classes dustry as it emerged, grew, and then to professionals around the world completely changed the world in her on topics such as new computer time at Southeast Technical. Before languages. He sent them their the Internet, computer instruction assignments in the mail on a disk, they was very personal. “We were all in would then dial up his online bulletin the same room all day,” says Burdick, Neva Burdick “and we got to be friends.” Early on, students entered the programming or operations programs as uncharted territory. Students did not always know what to expect, but Burdick says she knew learning programming would take students to the next level. Computer careers 49

Changing with the community The face of education is always chang- Winona campus, clients of the Workforce Research, using 2011 data states: ing, and, like its programs, each campus is Center can obtain the specialized train- continually upgrading its facilities to meet ing they need to progress in their jobs or The annual economic impact of the the changing needs of its students and job search, and staff duties can be shared Minnesota State College – Southeast their employers. From new science labs with Southeast Technical. Technical in the Southeast region and a multimedia auditorium in 2003 to reaches $69 million. Based on the the addition of “smart classrooms,” and Under the leadership and vision of Mo- Southeast region economy of $22.6 bookstore, common areas renovations, hamed Elhindi, Director of Information billion, this means that for every change is constant. Technology, the on campus classrooms in $1,000 produced in the South East particular had become much more high- region, $3 are directly or indirectly It is not just students who benefit from tech, offering Tegrity Notes for recording related to Minnesota State College – these changes. The community has also lectures and sharing materials online and Southeast Technical. The sources of this made use of conference facilities, meeting Desire2Learn (D2L) for faculty to post as- impact are the institution’s operations rooms equipped with video conferencing signments, readings, handout, and even ($30.1 million), student expenditures and auditoriums for public meetings and grades online. Dr. Elhindi was instrumen- ($39 million). gatherings. In 2005, the college focused tal in the 2006 collaboration with Micro- on increased collaborations with other soft to develop new software that would During 2011, Minnesota State College facilities to share space, and the following provide its nursing programs with a com- – Southeast Technical generated an two years saw major renovations — first petency tracking system, funded in part estimated 848 jobs in the Southeast in Winona and then in Red Wing — to by the Center of Excellence for Healthcare. region. These jobs include 666 direct create a more collegiate environment jobs generated by the college and its and provide newer, state-of-the-art class- As one would imagine, the economic students, and 182 additional indirect rooms, labs, and meeting areas. One of impact of well-prepared students, cus- jobs created by vendors, contractors, the most visible, and most successful, tomized on-the-job training, and modern and businesses supplying inputs to the community partnerships has been be- facilities is tremendous. With 91 percent college and its students. tween the college and the local Workforce job placement for students seeking em- Center. By co-locating the center on the ployment in their field of study, an Eco- nomic Impact study completed by Wilder 50