Snyder describes working full time while completing her education, teaching at Walsh College and serving for eight years as president of St. Clair County Community College. She connects that experience to understanding both student needs and college administration.

Kelly describes more than 30 years practicing law and nearly 30 years advising benefit and apprenticeship-fund boards. She emphasizes fiduciary responsibility, oversight and prior service on the Beverly Hills village council.

McGregor draws on 35 years at Consumers Energy, skilled-trades work, union leadership and community involvement. She also cites experience on the Waterford school board when discussing governance.

Snyder focuses on mission, vision and long-term direction. She says daily operations belong to the college president and staff, while trustees can offer advice and act as a sounding board.

Kelly describes stewardship and leadership: following policy, hiring the chancellor and holding the administration accountable while respecting its operational role.

McGregor emphasizes policy, the chancellor’s employment and evaluation, budget approval and bringing the community’s concerns back to college leadership.

Snyder argues that community colleges provide both education and job training. She discusses short programs, certificates and adults returning to the workforce alongside students pursuing degrees.

Kelly supports career training while also maintaining the humanities and arts. She says employer relationships can help the college anticipate workplace changes, including those associated with AI.

McGregor wants skilled trades and apprenticeships to receive the same respect as other college pathways. She proposes connecting completed apprenticeships with associate-degree credit; this is her proposal, not a statement of current OCC policy.

Snyder cautions against treating graduation as the only meaningful result. Students may need particular courses or certification, even as the college continues to meet required reporting measures.

Kelly would look to administrative metrics and student feedback. She asks whether the college met a student’s needs and helped that person take the next step—even when the goal was only a few classes.

In discussing her goals, McGregor points toward what happens after students move on, including success after transfer and whether programs help them build useful skills. Her discussion approaches outcomes through pathways and follow-through.

Snyder stresses affordability, smaller classes and explaining the value of community college to the public. Her own experience as a working student informs her emphasis on accessible opportunities.

Kelly raises the tension between financially responsible consolidation and maintaining a meaningful presence in the communities the college serves. She wants decisions to preserve access and the breadth of programs.

McGregor discusses adult learners, high-school connections and access in northern Oakland County. She argues for maintaining community connections as programs and campus use change.

Snyder says she wants to put her college-leadership experience to work as an advocate and resource for the institution. Her closing answer returns to career opportunities, technology and the college’s community role.

Kelly hopes to be a prepared board member who helps navigate finance and consolidation questions. She emphasizes listening to different views and helping people find common ground.

McGregor wants more people to know about OCC’s programs and the opportunities they create. Her priorities include stronger high-school connections, skilled-trades pathways and attention to what happens after students leave OCC.