Minnesota Independence College and Community

Minnesota Life College (MLC) traces its origins to the late 1980s when Beverly and Roe Hatlen observed their middle child's desire to leave a traditional high school and enroll in a private school designed for students with learning differences. This experience raised questions about the challenges faced by young adults with profound learning differences (LD) as they transitioned into adulthood. Contrary to prevailing assumptions that LD would naturally diminish after K-12 education, it became evident that these individuals would continue to grapple with LD-related difficulties throughout their adult lives.

In response to this realization, Beverly Hatlen, inspired by her background as a public health nurse, decided to address this issue. In 1993, she enrolled in the Masters of Public Health graduate program at the University of Minnesota, utilizing young adults with LD as her "population at risk" for research purposes.

With the support of her professors, Beverly conducted research and spearheaded an eight-week summer pilot project for 12 young adults, which proved highly successful. This initiative laid the groundwork for the establishment of Minnesota Life College (MLC). In 1995, MLC was officially incorporated as a nonprofit organization, with Beverly and Roe Hatlen as its founders. Fifteen experts from various fields, including education, business, and law, joined the founding Board of Directors.

MLC's core mission was to provide a three-to-four-year, college-like program that emphasized vocational and life skills for young adults with profound LD, a demographic often considered "high functioning" but still facing challenges in navigating the real world. MLC aimed to equip its students with the necessary skills to achieve personal and financial self-sufficiency.

Collaboration played a central role in MLC's development. The founding Board of Directors contributed their expertise and dedication, while corporate partners provided financial resources and support. The institution also drew valuable insights from visiting and benchmarking seven similar programs during the planning phase.

On August 19, 1996, MLC welcomed its first class of 13 students. The local community, including Richfield, turned out for the ribbon-cutting ceremony, joined by the students' families, university professors, corporate partners, and other contributors.

Over the years, MLC sought funding from various sources, including state, county, local, and grant organizations, to ensure accessibility to a diverse range of families. Notably, Buffets, Inc. (comprising Old Country Buffet and HomeTown Buffet Restaurants), led by Roe Hatlen as its Co-Founder, CEO, and Chairman, and the Hatlen Foundation played a pivotal role in the startup and ongoing success of MLC. Their significant financial support, along with the allocation of time and expertise, enabled MLC to advance its mission of empowering young adults with profound learning differences to thrive in the real world. Minnesota Life College changed their name on August 1, 2018 to Minnesota Independence College and Community.

Minnesota Independence College and Community is not like a traditional University or College. The education the students at MICC receive has more to do with teaching life skills instead of contemporary educational subject matter. MICC stresses skill acquisition in independent living, social development, vocational readiness, decision-making, and health and wellness. All of this can be summed up in the mission statement:

The mission of Minnesota Independence College and Community is "Every day we work to transform the lives of individuals and families affected by autism spectrum and learning differences."

College Program offers a supportive environment where participants can achieve their desired level of independence. The three-year program helps people grow in different areas like living on their own, making friends and working skills. They will learn important skills like shopping, planning meals, taking care of themselves, managing money, using public transportation and more. While specific skill acquisition cannot be guaranteed, MICC provides education, resources, and opportunities for participants to progress and meet their goals. The program includes 1:1 weekly meetings with Advisors, who provide structured and collaborative coaching on goal-setting, problem-solving, personal boundaries, self-awareness, coping mechanisms, connections with families, and medication management (if needed). Participants live on-campus in fully furnished three-bedroom apartments with 2-3 peers. Skill development is assessed regularly, and instruction is adjusted as participants progress towards greater independence.

In addition to College Program classes, students participate in Careers courses as an exploratory period to learn more about various jobs and industries, and then complete industry-specific courses in their chosen certificate program as well as gain hands-on experience at practicum sites. First year students in the Careers Program is exploratory. Starting in their first semester, students are enrolled in the Workplace Readiness certificate program. After completing these courses, participants will receive a certificate of completion from Century College upon graduation. A large part of student's first-year is finding an industry of interest and learning the skills it takes to be successful in any career. Second-year College students work their way through the certificate program of their choosing. Currently, there are four choices offered:

• Retail / Hospitality
• Culinary
• Health / Human Services

As part of their certificate program, students begin practicum; an in-person training program facilitated by experts in the industry at local businesses around the Richfield area. Practicum is paired with targeted skills training classes based on information that provides students with a deep understanding of their chosen field. Each certificate has unique options for practicum sites. As students progress into their program, they begin to branch off into targeted areas useful for their future such as reading vitals, working a cash register, planning and budgeting catering orders, or using hotel booking databases. Third-year College students work with Instructors to finish their last course towards their Employment Readiness Certificate. Seniors take Employment Support and Retention, a course designed to guide students through modern workplace environments and benefits such as retirement funds, taxes, paycheck breakdown, and health insurance. Students are matched with an MICC Job Developer who aids in developing employment goals and a job placement plan with the ultimate goal of supporting students in their job search, and, once employed, retention services are available as determined by participants.

Summer Program is designed for young adults with neurological differences. There will be two separate weeks for those aged 16-18 and 18-23. Participants will learn independent living skills through individual and small group activities, including career exploration, social skills development, healthy habits, and wellness routines. There is no overnight component, and the program will take place on-site daily. Additionally, the program will introduce participants to MICC's Careers Program curriculum and offer social skills and independent living lessons.

Careers Program emphasizes integrated competitive work for autistic and neurodivergent adults across all MICC programs by providing high-quality experiential learning opportunities and employment support services designed around personalized employment goals. Supporting both the College Program with certificate training, and ongoing vocational support for Community Program participants, the Careers Program team is a group of experts in the disability employment industry.

The Community Program is a life-long opportunity that provides a wide variety of program options and services to participants to both thrive in and remain living independently in the community. The program values communication, relationships, and education with participants and their families; and serves as an integral role in long-term independence. Community Program participants are individuals who have successfully completed the College Program and are living independently in Richfield, MN and surrounding areas. Programming and services are divided into several customizable and person-centered service areas to ensure holistic coverage of well-being and safety of the participants in the program.

In 2004, the school held its first benefit to raise money for the students and program. Since then, once a year, usually at the end of April, it holds a benefit to raise money for the program. The Gala, as it is commonly referred, raises money to help with scholarships for families in need of assistance, as well as support program costs. It consists of both a silent and live auction, accompanied by a formal sit down meal and various speakers, including program participants. In the past, the event has been emceed by a local celebrity in the community (such as KARE/11 news anchor Julie Nelson in 2004 and 2005).

• Intellectual disability and higher education in the United States

• Main Website
• MICC College Program
• MICC Community Program
• MICC Careers Program

44°52′1.5″N 93°18′11″W