Innovative Leadership for the Modern Learner – Dr. Dione D. Somerville

Speakers

• Andrea Gonzalez — Trellis Strategies
• Dr. Debra Chromy — President and CEO, Trellis Strategies
• Dr. Dione D. Somerville — President, Owens Community College

Editor’s note: This transcript has been lightly formatted for readability. Speaker attribution is based on the conversational context of the source transcription.

[00:08] Welcome and Introduction

Andrea Gonzalez: Hello. I’m Andrea Gonzalez with Trellis Strategies. Thank you for joining our discussion today.

You have tuned in to our fourth episode in our fifth Trellis Strategies 360 Discussion Series.

We’re grateful to have the expertise and wisdom of our guest today, Dr. Dione D. Somerville, President of Owens Community College.

In this series, we are discussing leadership for the modern learner, and we’re doing this by having one-on-one conversations with presidents and chancellors of postsecondary institutions.

Our discussion will be led by our President and CEO, Dr. Debra Chromy.

Participant videos are off, but we encourage you to share questions or comments in the chat or Q&A, and we will respond to those at the end of our discussion.

We will also be sending a recording of this discussion today to everyone who has registered once it’s edited and ready to share.

I see more of our attendees have joined us, so I’m going to go ahead and hand it over to Dr. Chromy.

[01:14] Introducing Dr. Dione D. Somerville

Dr. Debra Chromy: Great. Thank you, Andrea. Really appreciate all your work behind the scenes to make this a reality.

And also very pleased to have Dr. Somerville with us. Dr. Somerville and I have a history. We’ve known each other for longer than I think either of us would like to admit.

I’m going to start calling you Dione because it feels strange to call you Dr. Somerville.

Dr. Dione D. Somerville: Understood. I feel the same way.

Dr. Debra Chromy: For those of you who don’t know Dr. Somerville, she is a visionary higher education leader who has dedicated her career to meeting students where they are, offering personalized learning experiences, a strong sense of belonging, and comprehensive support for students.

She currently serves as the eighth president of Owens Community College in Northwest Ohio and has made an indelible impact since taking the helm in 2021.

Her leadership has propelled Owens toward its goal of becoming a vital economic driver in the region by connecting people and industry through targeted education and training.

Dr. Somerville has championed initiatives including the creation of the college’s strategic plan, the rollout of the Strategic Enrollment Management Plan, and the founding of the Center to Advance Manufacturing, a collaboration among Owens, Bowling Green State University, and the University of Findlay.

With the Board of Trustees and support of the Owens team, her collaborative leadership also helped finance and complete the $31.3 million Healthcare Education Center, an 86,500-square-foot space housing the School of Nursing and Health Professions.

The Interprofessional Education and Simulation Center is a highlight of the facility, providing a dedicated area for students in multiple healthcare disciplines to collaborate as teams toward improving patient outcomes.

[03:39] Defining the Modern Learner

Dr. Debra Chromy: Before we jump into our conversation, I’m going to set some context.

This speaker series has been about innovative leadership for the modern learner. In these discussions with leaders, we’re focusing on addressing the needs of what we at Trellis have termed modern learners.

At Trellis Strategies, we base our work around helping entities understand and adapt to the modern learner.

To further identify who we see as the modern learner, I want to share a couple of findings from our 2025 Student Financial Wellness Survey.

About two-thirds of respondents reported working for pay while enrolled. This was the same whether you’re looking at two-year or four-year institutions.

When asked what they wanted the world to know about being a college student today, one learner responded that college is so expensive, and the price to live is so expensive, that a lot of college students have to work more than two jobs to scrape by.

That’s a modern learner.

Almost all of those who self-identified as workers first worked at least 20 hours per week. Almost 60% work 40 hours per week.

Those who prioritize their identity as a worker first were also more likely to provide financial support to their family.

Despite the financial worries and barriers experienced by many students who responded, most in the survey still feel college is worth the investment.

Helping students manage priorities and providing support for those in need can help ensure a brighter future for even more potential and current students.

This reflects Trellis’ mission to develop and advance initiatives that grow individual economic mobility and expand community prosperity.

I’ve always believed that if you raise up an individual, you’re raising up a family, and if you raise up a family, you’re raising up a community.

[08:00] Creating a Culture of Innovation

Dr. Debra Chromy: Let’s start with creating a culture of innovation.

Higher education is evolving rapidly. How do you foster a culture of innovation within your leadership team to ensure students receive relevant and flexible learning opportunities, given who we’ve identified as the modern learner?

Dr. Dione D. Somerville: First of all, thank you for the opportunity to be here and share a little bit about the work Owens is doing.

We’re not unlike a lot of other community colleges in that we have to be very effective stewards of the resources we have.

For us, it really comes down to being grounded in data.

It’s so important to have decision-grade information to figure out: We have all of these needs in an entire region, so what does our region need? What do our students and prospective students need? And how do we prioritize that?

Owens is the only community college in Ohio that is located outside of its urban core. We are separated by the river from Toledo.

We don’t have a physical presence there. We’ve had some short-term ones in the past, but nothing long-lasting that can really transform a community and help people access the benefits of higher education.

We engaged in a feasibility study to get a detailed understanding of what is needed, what career fields people are interested in, what people who haven’t found their way to Owens yet are looking for, and what state economic development leaders see as the emerging needs of the future.

It’s that kind of data that allows us to partner with statewide economic development, the City of Toledo, the school district, the University of Toledo, and other partners.

We were able to sign a memorandum of understanding with Toledo Public Schools and the University of Toledo to work together at a specific location where the data showed there were many people who were college-ready or had some college but not a credential.

For us, it comes down to getting the information we need. Throughout that process of gathering data, you’re engaging stakeholders.

That creates shared ownership in how we move forward.

[08:00] Using Data to Drive Institutional Innovation

For Somerville, innovation begins with understanding what students, prospective students, employers, and communities actually need.

Owens serves a large geographic area in Northwest Ohio, making it essential for the institution to understand differences across communities rather than assume one model will work everywhere.

Somerville describes using feasibility studies, regional economic data, student information, and stakeholder input to guide institutional decisions.

That approach helped Owens identify areas where residents were college-ready or had some college experience but no credential, while also determining which careers and industries offered opportunities for future growth.

Rather than making those decisions in isolation, Owens brought together partners including Toledo Public Schools, the University of Toledo, local government, and economic development organizations.

The result is a model in which data helps establish priorities while collaboration creates shared ownership of the solution.

[11:52] Building Regional Partnerships Around a Shared Goal

Regional collaboration does not always begin with complete agreement.

Somerville explains that Owens encountered different perspectives as it explored expanding educational opportunities in Toledo. Public officials and community partners played an important role in helping stakeholders understand how the effort could support the entire region.

The project ultimately required coordination among educational institutions, local government, elected leaders, and the community.

For Somerville, that broad support demonstrates the role community colleges can play in creating educational pipelines that extend from K–12 through postsecondary education while also providing new opportunities for adult learners.

[14:28] Reaching Adult Learners and Some College, No Credential Students

As enrollment patterns and regional demographics change, community colleges cannot rely on one traditional student pipeline.

Somerville describes every person in Owens Community College’s service area as a potential learner.

The challenge is that adult learners are harder to reach through traditional recruitment. High school students can often be reached through one centralized system; adults are dispersed throughout workplaces, families, communities, and different stages of life.

That makes listening and data especially important.

Owens considers information ranging from employer feedback and regional labor needs to online program searches and student behavior. Those insights help the college communicate around what matters to adult learners, including online programs, hybrid options, flexible scheduling, and career-connected education.

The goal is not necessarily to label an offering as being “for adult learners,” but to design it around the realities adults face.

[18:03] Listening to Students to Identify Basic-Needs Barriers

Supporting modern learners also requires recognizing needs that exist outside the classroom.

Somerville shares the story behind Owens Community College’s food pantry, which began after students participating in a service-learning project asked faculty whether they could have some of the food being distributed to people experiencing need.

That moment led faculty and institutional leaders to recognize that students themselves were experiencing food insecurity.

With initial support from the Owens Community College Foundation, the college established what Somerville describes as the first food pantry at an Ohio community college.

For Somerville, the example demonstrates an essential component of student-centered leadership: listening to students, understanding what they are experiencing, and empowering people throughout the institution to act on that information.

[19:43] Expanding Flexible, Online, and Hybrid Learning

Flexibility is not simply about offering an online course.

Institutions must also consider whether faculty have the preparation and professional development necessary to create effective learning experiences across different modalities.

Somerville explains that Owens has been an early adopter of hybrid learning and has used technology to connect students across its campuses.

The college can combine in-person interaction with distance learning, enabling students to access courses more conveniently while allowing Owens to maximize enrollment and instructional resources.

That flexibility is particularly important for modern learners who must fit education around employment, caregiving, transportation, and other responsibilities.

[21:27] Creating Institutional Change From the Ground Up

Somerville also connects innovation with institutional culture.

Owens’ strategic planning process brought together faculty, staff, alumni, and community members to reconsider the college’s mission and priorities.

Rather than leadership simply handing down a new vision, the process allowed the broader college community to help define the institution’s direction.

That shared ownership can strengthen institutional change because employees understand not only what the college is trying to accomplish, but why the work matters to students, employers, and the region.

[22:54] Connecting Academic Affairs and Student Affairs

Improving persistence and completion requires institutions to think about the entire student experience.

Somerville describes the importance of close collaboration between academic affairs and student affairs, particularly at a commuter college where faculty members may be among the first people to notice that a student is struggling.

Advisors, faculty, student-life professionals, and other employees may each see different pieces of the student experience.

Owens therefore approaches enrollment, retention, advising, and completion as shared responsibilities rather than isolated functions.

That alignment helps the college identify challenges earlier and coordinate support around the learner.

[25:52] Designing Policies Around Students’ Real Lives

Sometimes student-centered innovation can take the form of a seemingly simple operational decision.

Somerville discusses how Owens reconsidered its response to snow days after recognizing that approximately one-third of its students are caregivers.

If surrounding K–12 schools close, many college students suddenly have children or other dependents at home.

Keeping the college open in those circumstances can force students and faculty into difficult decisions about attendance, childcare, safety, and academic expectations.

By considering the conditions affecting the communities around the campus—not simply whether its own parking lots and roads are clear—Owens can make decisions that better reflect students’ actual lives.

[27:29] Tackling Transportation and the Last-Mile Challenge

Transportation remains another significant barrier.

Somerville describes Owens’ efforts to operate a student shuttle and work with the Toledo Area Regional Transit Authority, Trellis Strategies, transportation organizations, and elected officials to identify better solutions.

A particularly difficult issue is the “last mile”: regional public transportation ends approximately a mile from campus.

For someone without a reliable vehicle, that mile can determine whether education or employment is realistically accessible.

Somerville emphasizes that this is not only an Owens Community College problem. Employers and other educational institutions in the region experience similar challenges.

Addressing transportation therefore requires collaboration across systems that extend well beyond the college itself.

[31:37] Deciding Which Workforce Programs to Scale

How should a community college decide which new workforce programs deserve investment?

Somerville says the process begins with conversations among employers, economic development organizations, students, educators, and community partners.

One example involved an anticipated shortage of water and wastewater treatment professionals.

Regional research showed that retirements could create significant demand for licensed operators. Owens worked with municipalities, a regional council of governments, and environmental agencies to redesign training and create a pipeline into the profession.

Scholarships and coordinated marketing generated so much interest that planned open houses could be canceled once available classes filled.

The program illustrates how community colleges can respond quickly when reliable workforce data, student opportunity, funding, and employer need align.

[34:11] Expanding Nursing Education to Meet Workforce Demand

The same principle helped Owens respond to healthcare workforce shortages.

Ohio traditionally placed limits on community colleges offering bachelor’s degrees, but employers expressed a significant need for more bachelor’s-prepared nurses.

That workforce demand contributed to a change in state law that allowed community colleges to develop certain bachelor’s programs.

Owens subsequently launched a Bachelor of Science in Nursing completion program.

Because students entering the program have already completed their clinical requirements, the remaining coursework can be completed online.

That allows working nurses to continue earning income while progressing toward a bachelor’s degree at community college tuition levels—a model closely aligned with the needs of working adult learners.

[36:03] Partnering Around Advanced Manufacturing

Northwest Ohio has a strong manufacturing economy, but Somerville notes that public perceptions of manufacturing have not always kept pace with the industry.

Modern plants increasingly rely on sophisticated technology, automation, and technical expertise.

Owens worked with Bowling Green State University and the University of Findlay through the Center to Advance Manufacturing, bringing together the different strengths of a community college, public university, and private institution.

Regional employers and organizations such as JobsOhio also provide information about emerging industries and projected workforce needs.

Those relationships help colleges understand which occupations are growing and determine what education and training students will need to succeed in them.

[43:49] Changing Perceptions of Modern Manufacturing

Preparing a workforce is also partly an awareness challenge.

Students, families, and even educators may base their understanding of manufacturing careers on an outdated image of factory work.

Somerville discusses regional efforts to expose teachers to modern workplaces so they can better understand and communicate the opportunities available to students.

Other partnerships introduce younger learners to industries such as glass manufacturing and innovation through age-appropriate educational experiences and summer programs.

That exposure can help students understand how classroom subjects connect to careers they may never have considered.

[45:57] Growing Apprenticeships and Learn-and-Earn Opportunities

Workforce partnerships can also allow learners to earn income while building skills.

Somerville describes apprenticeships and other learn-and-earn models as valuable both to learners and employers.

Students receive practical experience and training while employers have an opportunity to develop potential employees around specific workplace needs.

Those opportunities are especially relevant to modern learners who may not be able to stop working while pursuing additional education.

Owens also works with employers that need to upskill their existing workforce, sometimes providing targeted educational resources rather than requiring employees to enroll in a traditional academic program.

[49:24] Embedding AI Into Career-Relevant Learning

Artificial intelligence is another example of why colleges must continually adapt their curricula.

Rather than treating AI as an isolated subject, Owens is exploring how students will use AI within particular professions.

The question becomes different for a healthcare professional, manufacturer, business student, or dental hygienist.

Somerville shares an example in which Owens dental hygiene students helped beta test an AI-enabled dental scribing tool developed by an entrepreneur.

That gave students direct exposure to a technology similar to what they may encounter in their future workplaces.

Owens has also partnered with a local organization to provide workforce workshops ranging from basic AI literacy to using AI to improve workplace productivity.

Somerville emphasizes that learners still need foundational knowledge and judgment so they can recognize when technology produces inaccurate or inappropriate results.

[53:09] Keeping the Community College Mission at the Center

When asked what innovative leaders need to do differently in the future, Somerville returns to the fundamental mission of community colleges.

Technology, policy, demographics, and workforce needs will continue to change.

The institution’s purpose, however, remains more constant: creating access to education and pathways that allow people to experience the transformative benefits of higher education.

Serving that mission may require online courses, hybrid learning, new partnerships, different advocacy, or new ways of reaching students.

It may mean serving someone who is 15 or someone who is 55.

For Somerville, innovative leadership is ultimately less about pursuing change for its own sake and more about continually adapting how the institution fulfills its longstanding commitment to opportunity.