Humboldt State University

The Future – CCAT’s Strategic Plan

CCAT Strategic Plan

Greetings! The document before you was crafted by members of the CCAT community in February of 2006. The Co-Directors further refined it, and now would like to solicit people’s thoughts on how it can be improved.

You can read the whole thing online, below, or download the Strategic Plan as a Word .DOC.

Please read each section, either separately or all at once, then share your thoughts and suggestions to us in the text box at the end of the document.

Thank You!

-The Co-Directors.

Introduction

The Strategic Plan that follows was created during a gathering of concerned members of the CCAT community in mid-February of 2006. Past co-directors of CCAT deemed it necessary to revisit the core of what CCAT seeks to accomplish, in order to make the coming years all the more fruitful. NOTE: This Strategic Plan is NOT a static document to which future co-directors must strictly adhere; rather, it is a “living document”, meant to be revisited and refined by the CCAT community. Each new round of co-directors should be well-versed in this document, so that this Strategic Plan can aid them in making the most of their terms as co-directors of a fantastic, ever-improving organization.

The Plan

Phase I

Goal: Demonstrate Appropriate Technology in a residential setting.

Objective: Physical Demonstrations of working AT systems with performance measurements.

  • Documentation: pass on learning in an organized manner.
  • Introductory meetings for new CCAT’ers
    • New Employees AND Co-Directors
    • Create straight-forward orientation program for each
  • Identify ways to incorporate newly hired Co-Directors as early as possible
    • Hire new Co-D’s in March
    • Encourage attendance at Co-D meetings, employee meetings, and Steering Committee meetings
    • Co-Director Orientation (1 week prior to move-in):
      • Develop consolidated training plan, involving:
        • workshops (conflict resolution, time management, etc.)
        • cohesive informational documents
  • Create a subcommittee to discuss, propose, and resolve duty guidelines/structure for Co-Directors, Steering Committee, and Employees
    • Identify and resolve problems in current organizational structure.
    • Examine other successful organizational models.
      • Other consensus-based decision-making groups

Phase II

Goal: Demonstrate Appropriate Technology in a Residential setting

Objective: Physical Demonstrations of working AT systems with performance measurements.

  • Introduce/research new technologies
  • Record AT Systems
    • ACTION ITEMS:
      • Display real-time data of AT systems performance
      • Perform tests & metering to quantify performance (conduct as a class project or hire consultant)
      • Create database for performance measurements
  • Publish public updates on cumulative data: daily/yearly solar reports, website, including historical data
    • ACTION ITEMS:
      • Implement process for taking system measurements regularly
      • Assign the task as a responsibility for an employee or Co-Director
      • Create section on the website to publicize
  • Evaluate already existing technologies at CCAT (maintain, enhance, or terminate)
    • ACTION ITEMS:
      • Implement process for the beginning of the Fall semester each academic year
  • Testimonials from people who have incorporated AT into their lives and/or their homes
    • ACTION ITEMS:
      • Obtain testimonials from those who have requested information from CCAT
      • Incentive: placement of testimonials on website
  • Use small interpretive signs and posters at CCAT to explain:
    • Where the water goes in the bathroom – Arcata Marsh and biological wastewater treatment
    • Natural Cleaners in the kitchen
    • Thermal curtains
    • Composting toilet
    • Hotbox
    • Cold Closet
    • Growing medicinal and culinary herbs
    • Any other sustainable living features that visitors to CCAT can implement at home

Objective: Incorporate CCAT into HSU curriculum.

  • Involve other departments and disciplines
  • ACTION ITEMS:
    • Develop a tour catered to each department. Then show them an application for a project. They could either apply to volunteer on an existing project or create their own.
      • For example, create a list of focus areas or questions for each department (e.g., psychology students, biology students, etc) and create sections in the CCAT tour binder for each
    • Develop a CCAT curriculum: convince the campus faculty to integrate appropriate technologies and philosophies of AT
    • Gather faculty support and commitment to integrate CCAT or CCAT courses into their curriculum
      • Have 2 or 3 courses from the College of Natural Resources and Sciences, College of Professional Studies, and the Arts, Humanities, and Social Sciences College require working directly with CCAT
        • For example, have a course requirement be to commit to a certain number of hours of volunteering for CCAT volunteer days and/or
        • Explore having a CCAT Service Learning option for courses in some of the departments
      • Emphasize interdisclipinary resources available at CCAT
        • Ex: soil testing, statistical renderings, grantwriting; Chemistry and biology classes: use CCAT as lab for testing (e.g. composting toilet and E. coli testing)
        • Write a comprehensive “CCAT Curriculum Integration” proposal to present to departments
          • Some topics to include may be:
            • Departmental budget consideration
            • Course instructors
            • Determine course requirements with the faculty/departments
            • Location of projects required for classes
            • Location of course
            • Determine if it is or should be an elective, major requirement, or both
            • Determine how CCAT will ensure, if these courses are required within majors, that we will be capable of offering them into the future and implement the courses into the program structure and organization.
            • Meet with willing Department Chairs to determine which current/new classes can be integrated with CCAT
            • Determine which, if any, campus curriculum committees must be accessed to integrate CCAT into department’s curriculum

Phase III

Goal: Resolve and clarify organizational structure

Objective: Enable skilled leadership and expertise

  • CCAT Organizational Structure (Sub-committee to clarify)
    • Create intern positions
      • Identify incentives (academic credit, stipends, certifications, etc.)
    • Reduce staff positions to more hours, more responsibilities with fewer staff overall.
  • Create and maintain an evolving co-director manual.
    • Make appropriate updates at the end of each semester
  • Training Options: conferences, classes, etc
    • Conflict resolution
    • Leadership management
    • Time management
  • Define/develop all CCAT jobs into checklists with trainable skills.
  • Explore creating an employee mentorship program for interested volunteers
    • Take CCAT tour
    • Official meeting with employee where mentorship steps are outlined.
    • Shadow employees as s/he completes a task (e.g. posts flyers, plants shrubs, organizes files)
    • Have volunteer do task, with employee providing mentorship
    • Encourage ability to teach the task to another volunteer
    • Update training lists to keep them current part of employee’s role.
    • Encourage employees to fulfill a mentor role.
  • Create options for curriculum for each CCAT class (e.g., lesson plans, learning objectives and certification)
  • Bring in professionals to teach classes and train CCAT employees
    • For example: offer solar panel installer certification. (contact professionals to offer internships)

Goal: Collect and disseminate information and examine ethical and social consequences of technology.

Objective: Be the leading source of information on technological alternatives for CCAT’s target audience.

  • Explore the option of having peer-reviewed articles published in journals
  • Information about the projects should be displayed
    • HSU library case display
    • Other prominent locations at HSU
    • Around Arcata, Humboldt County
  • Network w/ related groups, such as:
    • Redwood Coast Energy Authority
    • North Coast Env. Center
    • Berea College
    • Other socially- and environmentally- related groups
  • Explore the option of creating an outreach plan
    • Identify target audiences and analysis, appropriate media, promotion budget
    • Presentations to target audiences
    • Advertise in relevant publications
  • Cost/benefit reports for conventional vs. appropriate technologies (cost=time, labor benefit, savings)
  • Compile resource lists: installers/suppliers/sellers
    • talk to and get reciprocal advertising
  • Provide “how to” documents: trouble shooting, diagrams, cost estimates, include scale (family size, location)
    • Put on website
    • Handouts
      • Require informational sheets for each workshop
  • Video documentations
    • Instructional videos – examples include: how to build a greywater marsh, rainwater catchment, radiant floor heating, make thermal curtains
      • Possible project of HSU Film student(s)
  • Area for showcasing other AT places around the world.
    • Interpretation signs or murals
    • Album and brochures
    • Create an accessible and updateable database
  • Database/profiles of community AT users and organizations (persons of the month)
  • Take-away brochure and explicit interpretive displays next to CCAT’s appropriate technologies

Phase IV

Objective: Take CCAT beyond its grounds

  • Outreach in the local area (HSU, CR, Arcata, Eureka, Humboldt County)
    • Presentations at local clubs, community organizations and business associations
  • West Coast/National
    • Attend 1-2 conferences per year
  • International encourage all levels
    • Host a conference/weekend workshop
    • Host international speakers/presenters
    • Host an international internship/program of study
    • Suggestions
  • Increase off-campus and off-CCAT projects
    • Install AT Systems (photovoltaics, residential graywater marshes, etc) in local areas
      • Utilize IRA courses and CCAT Special Project funds
    • Presentations at local clubs, community organizations and business associations
    • Collaborate with Eco-Hostel/Schatz and other potential partners
    • Field trips using a bio-diesel bus (Real Goods, solar power plants, permaculture communities, etc)
  • Make CCAT more accessible to a more diverse population
    • Have music other than bluegrass played at CCAT potlucks twice a month.
    • Have art students create Hip Hop art at CCAT
    • CCAT attendance at a wide variety of events Potential Action Items:
      • Diversity Conference
      • Housing events
    • Individual club events
  • Promote in the community: “Stay a Night at CCAT! Experience sustainable living first hand.”
    • Fundraising opportunity
  • Build partnerships/alliances with local housing communities, to integrate appropriate technologies in places such as:
    • Marsh Commons
    • Low income housing associations in Hum. Cty
    • Black Bear Ranch
  • Network with local environmental organizations
  • Network with other progressive (non-environmental) organizations (e.g., Food Not Bombs, Heifer International, the Hunger Project): include CCAT in their web links, newsletters, events
  • Improve/standardize workshop program
    • Choose popular workshops to offer on a monthly or every other month basis
    • Put on “trade” workshops to teach techniques.
  • Field trips
    • 2 primary or secondary school tours per semester
    • Establish CCAT as a part of HOP and FIG

Objective: Implement AT and CCAT demos in other departments, more broadly across campus.

  • Collaborate and network/bond with potential departments.
  • Create, conduct and implement more demos on campus (e.g., CCAT’s M.E.O.W.), that are functional, tidy & comfortable
  • Energy efficiency teams
    • Create student energy audit teams
    • Audit 2-3 campus buildings per year
  • Coordinate with events to be waste free
    • 1-2 large campus events per year
  • Change written policy for energy, building systems
    • Research building energy policies on campus – who writes them?
    • Meet with building coordinators and other officials who are responsible for the management of energy systems
    • Determine the feasibility of converting campus buildings to be more energy efficient
  • Publicize CCAT’s willingness to implement AT projects and demos in other departments/buildings.
    • Give presentations at the beginning of the semester to faculty in department meetings
    • Contact department chairs and building coordinators
    • Investigate and collaborate with HSU campus project engineers and project managers
  • Expand CCAT planters/gardens/forest spaces and have demos around campus.
    • Identify possible areas on campus
    • Write a proposal outline – why, who benefits, and where, etc
    • Work with the Space and Facilities Committee to allocate land
    • Teach groups about growing food for annual meals- group gardens.
    • Identify garden space on campus
    • Collaborate with different groups/organizations on campus to create and maintain gardens. Examples include:
      • Residence Halls
      • AS Programs
      • Departments
      • Plant Operations
  • Chemistry and Biology departments use CCAT as lab for testing. (e.g. composting toilet and E coli testing)

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