Consortium Membership
Title I Section 132 requires that local allocations be based upon the number of Federal Pell Grant recipients and recipients of assistance from the Bureau of Indian Affairs who are enrolled in CTE programs. In order to receive funding, a local recipient must receive no less than $50,000 or join a consortium with individual allocations exceeding $50,000.
The consortium membership includes three four-year universities and one two-year technical college. Southern Arkansas University is the fiscal agent for the consortium, and the members are University of Arkansas Little Rock, University of Arkansas for Medical Sciences and SAU Tech.
3. Describe the process used to develop the local transition plan.
Identify members of the team that contributed to development of the plan. The team should include representation from all institutional departments that affect student performance including academics, support services, financial aid. The team should also include representation from departments responsible for collection and reporting of data required by Perkins.
The Perkins Coordinators and the CAOs met with the Dean’s Council at the member campuses to discuss use of Perkins funds. The Perkins Coordinators conferred with the Vice Presidents for Academic Affairs regarding the initial draft of the local transition plans. Consortium Cabinet representatives and Dr. Rankin will be briefed regarding the transition plan and will review a copy.
At SAU Tech, the Perkins Team consists of the Executive Vice Chancellor for Academic Affairs, the Vice Chancellor for Instruction, the Director of the Career Academy, the Career services coordinator, the Coordinator of the Aviation Maintenance program, the Director of Financial Aid, the Director of Planning, Assessment, and Research, and the Administrative Assistant for Academic Affairs. The team met to discuss use of Perkins funds on several occasions. The team briefs the Chancellor and Chancellor’s Cabinet regarding the Perkins plan.
Dr. Schlumberger serves as the Perkins Coordinator for UALR. The plan for the use of Perkins funds was developed in conjunction with the UALR nursing faculty, the department Curriculum Committee and the department Assessment Committee. The Department of Nursing works with the UALR Office of Institutional Research to track student data and student progress.
At UAMS the Perkins Coordinator is also the Associate Dean for Academic and Student Affairs in the College of Health Related Profession (CHRP) met with the Deans of CHRP, the Executive Committee comprised of the chairmen of the departments, and the head of UAMS Academic Computing.
Consortium members have attended state training relating to Perkins IV and fiscal matters. Institutional research representatives from the consortium will attend additional state training regarding data requirements and collection.
Perkins funding will be distributed in a manner that is mutually beneficial to all members of the consortium.
4. Describe how career and technical education programs will be carried out using activities designated as required and permissive use of funds.
An entry is required for each of the required use of funds. Entries for permissive use of funds is required only if Perkins funds will be used in these area. The local transition plan must describe how the recipient will address the required uses of funds whether by use of Perkins funds or non-institutional funds will be used to do so. The recipient must address all required uses of funds before using funds for activities designated as a permissive use of funds. (See Appendix A for list of required and permissive uses.)
Required Use of Funds
SAU faculty cross curriculum between the academic and technical curricula to enhance student learning using real world and work world applications.
SAU Tech will infuse the practical application of reading, writing, and mathematics into the technical curriculum of the Certificate of Proficiency.
UAMS will continue to offer AAS degrees in which core academic classes such as English, math, psychology, science and history are requirements for degree completion.
UALR offers an Associate of Science in nursing degree that includes nursing courses and key support courses in the areas of English, mathematics, psychology/sociology, sciences and history. The nursing program has three simulated/computer laboratories that provide students with opportunity for self-paced and individual tutorial support. The nursing faculty offers an annual “Survivor Course” to entering freshman. This course is free of charge to entering students and faculty volunteer their time and expertise. Faculty members also offer group tutorial sessions and individual support. The results of HESI custom and exit testing are used to assist students in areas of identified content/skill weaknesses so that both academic and technical skills can be addressed.
SAU will continue to offer articulated credit to secondary CTE students. This allows secondary students to transfer, specific courses towards competition of a two-year degree at SAU. Through the SAU Youth Apprenticeship for Allied Health Care, SAU has articulated agreements with 21 high schools across the state and three two-year post-secondary institutions.
SAU will provide opportunities for CTE faculty at to attend professional development meetings at SAU through the Education Renewal Zone and the Science Center. Additionally, SAU will host the regional science fair for secondary students who are interested in learning more about SAU and its offerings such as the two-year agriculture degree and the associate degree in nursing.
SAU has a historical linkage between secondary and postsecondary programs through various long-standing programs to include Upward Bound, YOU, and SAU Youth Apprenticeship for Allied Health Care.
The objective of the SAU Youth Apprenticeship program is to assist students in bridging the gap between the classroom and the work place. It gives students opportunities to develop career skills at a younger age, evaluate their potential for success, establish personal goals, obtain paid apprenticeships, earn college credits and meet and work with professionals in the health care industry.
Educational Talent Search (ETS) is a new offering on the SAU campus. It is part of the TRIO program serving eligible young people in grades six through twelve. This early intervention program targets “educationally talented” students who desire and have potential to go to college or post secondary education. ETS provides services to approximately 600 students in our immediate area.
The Educational Talent Search high school program is a support service to increase students’ potential to enter college. ETS provides high school students: Academic advice; Scholarship; searches and financial aid assistance; Campus visits; College, university; and vocational-technical school information; ACT/SAT preparation; Free tutoring and Career exploration
Upward Bound offers high school students a six (6) week summer residential component with a “Bridge” program and a nine (9) month academic year program. Both components provide students comprehensive services designed to generate the skills and motivation necessary for successful completion of secondary and post-secondary education. The summer program curriculum offers formal instruction in mathematics through pre-calculus, laboratory science, foreign language, study skills, social studies, computer science, drama and/or music, composition and literature/reading content courses. Supplementary activities are provided in counseling, career education and physical recreation. In addition, students attend field trips, which provide educational, cultural, and social enrichment not available in their communities. They also participate in personal and group counseling activities to improve their self-awareness and self esteem.
The college offers articulated concurrent credit Certificate of Proficiency programs to students at high schools in Ouachita, Columbia, Calhoun, Dallas, and Miller counties. Students are encouraged to continue collegiate courses included in the technical certificate and AAS degrees. Students may further earn 15 to 18 hours in the Certificate of Proficiency which folds directly into advanced programs. By aligning frameworks and syllabi for the CP students will have a seamless pathway into the AAS degrees that will include fundamentals of reading, writing, and basic math. The college has offered linkages with Camden Fairview Public Schools and South Central Education Co-op.
AAS graduates from SAU tech can continue their collegiate education towards the Bachelors degree in Industrial Technology at SAU Magnolia. SAU Tech is preparing to propose an AAS in Career Studies.
UAMS will continue to participate in the secondary school experiential program, Medical Application of Science for Health (MASH). Secondary students interact with different health care experts and become certified in both Basic First Aid and Basic Life Support. They learn the importance of health life styles.
UALR actively recruits students from all area high schools. The Department of Nursing has an active recruitment plan that includes area high schools and LPN programs (Pulaski Technical College; St. Vincent Health System). UALR also has a concurrent enrollment program with select secondary schools.
SAU Clinical experiences and internships offer the students enrolled in the two-year technical programs a broad overview of the industries they represent. Multiple programs at SAU have advisory boards made up of members of business and industry representatives from their specific area of study. These advisory boards include SAU alumni and are looked to as a resource for preparing students to compete in the workforce.
SAU will continue to offer/require internships and clinical experiences for students and opportunities for Service Learning that are incorporated into degree completion.
College-level certificate and degree program students acquire skills such as blueprint reading, precision measurements, corrosion control, electrical troubleshooting, and record keeping. Subsequent training includes fabrication and repair of sheet metal and composite structures, weld inspection, instrumentation, control systems, and hydraulic systems. The other courses, many subsystems such as starters, generators, fuel controls, lubrication systems, exhaust systems also industrial safety, machine tools, mechanical devices, preventative maintenance, welding, fluidics, and industrial electricity are applicable to a very wide variety of aviation industries. Students are trained on state-of-the-art equipment through hands-on application skills relevant to industry. The AAS degree in general maintenance technology includes a final semester capstone internship that places students in an industrial maintenance position in local industry.
The UALR nursing program faculty obtain annual feedback from our agency affiliates, employers, graduates and students. Clinical site evaluations are completed on a per semester basis to determine whether the learning experiences have met program expectations. An employer and graduate satisfaction survey is completed for each graduating cohort. Data from the survey is used to assess program effectiveness and to provide guidelines for needed revisions and/or developments.
Faculty members work side-by-side with agency employees and students. Clinical experiences are at a 1:10 ratio of faculty to students. Faculty have extensive and varied experience in nursing practice and nursing education.
SAU offers medical terminology and medical records through distance learning to secondary students. The linkage strengthens the relationship between secondary and postsecondary institutions. The courses are taught by postsecondary faculty and facilitated by secondary career and technical educations instructors.
SAU will continue to expand online learning and to incorporate the use of relevant technology to enhance learning in the classroom and transfer of knowledge to the workplace.
SAU Tech’s professional development aspect of the plan will provide the opportunity and enable the concurrent faculty to be successful in infusing technology into their curriculum, focusing specifically on the practical application of reading, writing, and mathematics to the technical courses. The Teaching Teachers Coach has experience teaching the development and expansion of the application of technology into course curricula.
UAMS will continue to integrate educational technology into the design and delivery of its career and technical courses in surgical technology and the emergency medicine paramedic program. Both programs are focusing on the development and use of web-based materials for review of the minimum competencies of the respective programs. These review programs assist students integrate the required math and science courses into the professional curricula that stress the application of math and science in either emergency medical sciences or surgical technology.
UALR offers on-line registration, advising and technology support. The UALR Department of Nursing courses are all web-enhanced and three nursing elective courses are offered as on-line courses. Students have access to, and are required to utilize, on-line resources available in the three Learning Resource Centers. Several clinical agencies require computer-based charting and technology competency is expected of our graduates. Nursing requires a strong base of both mathematics and science courses as a foundation for nursing theory and practice. The nursing program requires 16 credits of science and 3 credits of college level mathematics. The science and mathematics component of our curriculum is structured to enable our graduates to articulate into a BSN or MSN completion program.
On a nationwide basis the numbers of skilled, well trained, and younger Americans have diminished tremendously, particularly in high waged positions related to engineering, chemical engineering, health care and agricultural production industries. Tremendous opportunities are available to recruit displaced homemakers and the male gender who have been displaced due to global competition n the market of basic consumer goods, into the high demand occupations aligned with two year degree and certificate programs at the member campuses.
There is an identified and industry recognized high demand for workers in growing fields like medical services, engineering and technology.There’s not much in here that relates to math and science required to prepare for tech occupations or collaborations with tech industries. Seems to be mostly distance delivery.
SAU will continue to host professional development activities for faculty and staff. The consortium will participate in professional development opportunities to identify “best practices” and innovative models to serve its students and strengthen career and technical degree offerings.Upon analysis and examination of “best practices” significant to Associate Degree curriculum content; teaching and learning styles, integration with best available practices and new technology will be used to improve and upgrade course contents to ensure alignment with current and predicted industry standards.
Professional development will be provided to technical instructors teaching CP courses. The faculty will be mentored by the reading, writing, and mathematics coaches and the Teaching Teachers Coach on the effective infusion of reading, writing, and math into their technical curriculum. The faculty will also be trained in the application of the use of technology to teach reading, writing, and math in their technical curriculum.
UALR offers annual Faculty Development Days to address a variety of faculty development needs. The Department provides funds for faculty participation in regional and national workshops/seminars. The department also actively participates in the annual Arkansas Associate Degree Nursing Faculty Sharing Days.
The department maintenance of expertise requirement and the Arkansas State Board of Nursing licensure guidelines require ongoing participation in continuing education activities. Perkins funds are not utilized for faculty development linked to maintenance of licensure. Ongoing participation in professional development activities is an annual expectation of all faculty and staff. Nursing faculty actively participate in continuing education that is linked to both the role of the nurse educator and the practice role.
UAMS continues to provide professional development to its faculty through its Office of Educational Development. Specific programs address the use of technology in designing and delivering courses and the assessment of student outcomes. Classroom faculty collaborate with instructional specialists in the Office of Educational Development to organize and present learning activities that maximize the effectiveness of distance and classroom learning.
SAU CTE program chairs and Deans along with the Office of the Vice President of Academic Affairs will continue to be conduct ongoing departmental evaluations of their curriculum and programs and will implement changes as necessary in order to meet industry standards towards student placement and retention in the workforce.
Students in the majority of CTE programs are required to participate in certification and licensure processes that are recognized at the state and national level.
College-level programs are evaluated through the program review process conducted annually by the Executive Vice Chancellor for Academic Affairs, and the Vice Chancellor for Instruction. In addition, through the College’s Master Plan, faculty conduct annual evaluations and assessment of their programs through data collection and implement changes as necessary in order to meet industry expectations of graduates. In addition, Program Advisory Committees, made up of industry employers and employees, provide feedback and recommendations for program changes during annual meetings.
In addition, the Aviation Maintenance program is certified by the Federal Aviation Administration. Students in the Aviation Maintenance program must pass the FAA licensure exam. The Industrial Maintenance program meets the requirements of the Occupational Safety and Health Administration to provide industrial safety training. The program is also currently seeking certification and registry approval from the American Welding Society.
UALR the associate of science in nursing program is accredited by the National League for Nursing Accrediting Commission and is approved by the Arkansas State Board of Nursing. The program has been cited by NLNAC as a “model of program evaluation and assessment”. The program has a comprehensive and well-developed Systematic Plan for Program Review that includes evaluation of sic key areas (Faculty, Students, Mission/Governance, Integrity, Educational Effectiveness, Resources). Data is presented on a biannual basis and the full faculty participate in decisions for program development, revision and maintenance.
UALR HESI data (custom examination and exit examinations) is used to evaluate individual student knowledge and overall curriculum. The program continues to have NCLEX-RN pass rates that exceed state and national averages for all program types (diploma, associate, BSN). The most recent pass rate (2006) was 98.6%. In addition to the department assessment and evaluation, the program also participates in the university-wide assessment. The nursing department has had excellent scores in all areas of assessment and has recently been awarded $1,000 due to excellence in the use of assessment for program improvement.
SAU seeks to provide the community with innovative career and technical education in numerous fields, such as, health care, agricultural sciences, banking and finance, computer science, and a new Associate program in chemistry. New programs are continuously added and existing programs are updated in order to remain competitive in teaching and training our students. For example, we offer the in traditional associate of science program (fall, spring, fall, and spring) in nursing and the LPN to RN program along with the associate of science in agriculture, associate of science in business, and an associate of science in chemistry.
SAU Tech provides career and technical education in industrial maintenance, manufacturing, electronics, computer science, multimedia technology, office systems, allied health, aviation maintenance, cosmetology, automotive technology, building trades, aviation, computer science, radio broadcasting, and industrial equipment maintenance. The College supports these programs through its budgetary process which provides for maintaining industry-standard equipment and software in labs. Annual program reviews and Program Advisory Committees help maintain the relevancy of the curriculum and programs. New programs are added based on industry demand and changing employment and economic trends in the College’s service area. The College often holds meetings with area plant managers and human resources personnel concerning efforts to improve the programs.
UALR, through a collaborative partnership with St. Vincent Health, has increased admission to 190 per year. Through this initiative we have doubled the number of graduates. UALR now offers the following:
traditional associate of science program (fall, spring, fall, spring)
accelerated traditional associate of science program (fall, spring, summer, fall)
LPN to RN program
Paramedic to RN program
The quality of the program has been maintained during this period of expansion. The program has added 2 Learning Resources Centers (Benton and St. Vincent Health) in order to accommodate the learning needs of the students.
UALR is seeking to modernize the simulated learning environment through the addition of simulation models and the eventual development of a simulated hospital unit. We are purchasing our first “Noelle” (birth simulator) for use in the fall 2007 semester.
UALR is implementing a revised curriculum pattern in fall 2007 that incorporates such things as the Healthy People 2010 initiatives. We are offering an Essential Skills course during the summer sessions in order to expand actual clinical time within the first semester of the program. This is expected to improve retention rates. We have also converted to a 1:3 clinical ratio from a previous 1:2 clinical ratio.
UAMS CTE program chairs and deans will continue to be conduct ongoing departmental evaluations of their curriculum and programs and will implement changes as necessary in order to meet industry standards towards student placement and retention in the workforce. Specifically, the CTE programs will improve their program offerings by assessing the specific instructional needs of the students and initiating content-specific materials that address the needs.
Students in the CTE programs are required to participate in certification and licensure processes that are recognized at the state and national level. Students in the Emergency Medical Sciences and Surgical Technology programs must take licensure exams. The proposed programs to be developed will improve the preparation of the students to take these exams.
SAU serves a for credit student body of 3,000 yet we continue to maintain classes of no more than 28 students in maintaining quality and student/instructor relationships. SAU will continue to value the student and seeks to meet their needs by setting standards of excellence.
SAU Tech is unique in that it is the only college or university in the state that is located in an industrial park. Its location provides broad exposure to the industries located within the park and makes it well situated to address the educational needs of its industrial neighbors. SAU Tech also understands its role in providing quality educational and training opportunities for its 2,300 students that provide them with the skills necessary to obtain relevant employment. The college’s mission provides for quality educational programs delivered through various technologies and methodologies to meet the needs of its constituencies. SAU Tech believes it meets this mission through diverse programs which provide educational opportunities to high school students, traditional and non-traditional students, adults requiring a high school equivalent, employees in the surrounding workforce, and statewide certification/licensure training.
UALR has expanded from a previous acceptance of 100 students to 190 students and has expanded to offer a Paramedic-to-RN track as well as an accelerated option. We continue to maintain a wait list of qualified applicants for the program.
UAMS serves a for credit student body of over 2,000 across the health care professions including medicine, pharmacy, nursing, public health, and nineteen health related professions programs including the career and technical education offerings of surgical technology and emergency medicine services. Classes in the career and technical education programs remain small with class rosters under 30. UAMS will continue to value the students and seeks to provide excellent educational programs to prepare them for their respective professions.
SAU offers a disability services and will continue to provide assistance to individuals with disparities towards degree/certificate completion towards employment in these types of occupations.
During the 2007-2008 transition year, SAU will research and seek ways that faculty and staff can learn about non traditional career opportunities and how to identify and encourage students who are interested in pursuing non traditional careers and high skill, high wage high demand preparation.
The institutional research department is currently exploring ways to gather and measure disaggregated data for these special populations.
SAU Tech has established the Career Services Department that provides academic and career counseling and tracking services for students in career and technology programs.
SAU Tech recently became a Career Pathways Initiative College in order to better serve the economically disadvantaged by providing childcare assistance, transportation assistance, career counseling, tutoring services, and career placement opportunities.
In November 2007, SAU Tech employees will participate in a Phil DeVol seminar to increase awareness of the differences in economic cultures, how those differences affect opportunities for success, developing an action plan to improve services to students and improving retention rates for new hires from poverty.
SAU Tech has applied to be one of three Arkansas colleges to participate in the Achieving the Dream initiative designed to help low-income and minority students succeed in college and graduate.
The UALR nursing program is structured to provide skill mastery and a sound knowledge base required for competent practice. There is an acute and ongoing nursing shortage. NCLEX-RN pass rates, employer satisfaction surveys and graduate satisfaction surveys reflect a sound preparation for professional nursing practice. The department actively recruits minority and underrepresented students. The paramedic-to-RN option has increased enrollment of men into our program; men are classified as underrepresented in nursing.
UALR offers a variety of support services ranging from Disability Services to Counseling and Career Planning. UALR has also obtained additional scholarship funds to assist students with the financial obligations associated with degree completion. Services are provided to all students equitably. If nursing student requires special assistive devices such as enhanced auditory stethoscopes the Disability Support Office assists in obtaining needed equipment.
UAMS will continue to provide assistance to students with disabilities or those who enter education programs with educational attainment is not a special pop social and economic disadvantages. The Office of Educational Development provides a learning assistance program for students that emphasizes learning skills and ways to facilitate the adjustment to post-secondary education.
Permissive Use of Funds
UALR students actively participate in program review through the evaluation of : clinical sites, curriculum, resources, faculty and overall program preparation. Employees complete annual program evaluations and the department hosts a “Day of Dialogue” with representatives from the various health care agencies utilized for clinical experiences.
SAU Tech Career Services Department provides academic and career counseling and tracking services for students in career and technology programs.
UALR offers career guidance and counseling. The department offers an annual “Career Fair” with area hospitals and health care agencies that is targeted to nursing students.
The department of nursing has partnered with St. Vincent Health System in order to expand program enrollment. Nursing courses are offered at the UALR Benton campus, the UALR main campus and at St. Vincent Infirmary.
SAU will continue to offer a Freshman Seminar class in order to support and transition special populations into a successful educational experience.
The SAU Tech Perkins plan will implement a value-added program to decrease the number of Academy students with deficiencies in reading, writing, and/or math upon entering the college-level degree program.
UALR offers a First Year Experience class in order to support and transition special populations into a successful educational experience.
N/A
SAU provides student support services free of charge for student tutoring. Also available is a writing center and math tutoring lab for assistance with coursework.
Technical faculty will be provided mentoring services from reading, writing, and mathematics coaches, and the Teaching Teachers coach to help infuse technology and reading, writing, and math into their technical CP curriculum.
UALR all full-time faculty hold Masters in Nursing and several faculty hold national certifications. Clinical adjuncts have RN licensure with a minimum of an associate of science degree. Clinical adjuncts participate in a formal orientation and are supervised by the Program Coordinator.
Developing and expanding postsecondary program offerings
UALR is in the process of developing a hybrid model BSN completion in collaboration with St. Vincent Health System, Arkansas Children’s Hospital and Saline Memorial Hospital.
N/A
N/A
SAU provides extensive transfer advising for the two-year programs works to continuously update and expand baccalaureate degree programs.
SAU Tech will infuse the practical application of reading, writing, and mathematics into the technical curriculum of the concurrent enrollment programs in Aviation Technology in Texarkana and Industrial Equipment Maintenance on the Camden campus and Magnolia center. This value-added program will decrease the number of Academy students with deficiencies in reading, writing, and/or math upon entering the college-level degree program. UALR and other nursing programs participate in the Arkansas Articulation Model. This model provides for an easy transition into an advanced degree program.
Perkins funds will also be expended to improve, expand and modernize all CTE programs of study through the integration of entrepreneurship education. Curriculum will be selected to best educate CTE students about their options as business owners. Faculty will be trained to deliver the material as a learning module imbedded in the technical program of study. Instructional materials for an integrated entrepreneurship curriculum will be purchased for students and instructors with Perkins funds. This curriculum will be disseminated among CTE faculty and administrators at all consortium member schools for maximum impact
N/A
N/A
N/A
SAU will continue to offer the Employment and Resource Center as a resource for students and employers to connect. Staff in the Employment and Resource Center will continue to provide individual assistance with resume building and interview skills.Career expos and fairs will be conducted at the SAU camps.
The acute nursing shortage has resulted in competitive recruitment of our graduates. Graduates have a choice of many employment options. The program has a 100% job placement rate.
N/A
UAMS will work with other members of the Arkansas Perkins Consortium to develop an online course presenting an orientation to health careers as a way to educate and attract students to career and technical education programs.
SAU Tech will infuse the practical application of reading, writing, and mathematics into the technical curriculum of the concurrent enrollment programs in Aviation Technology in Texarkana and Industrial Equipment Maintenance on the Camden campus and Magnolia center. This value-added program will decrease the number of Academy students with deficiencies in reading, writing, and/or math upon entering the college-level degree program.
N/A
5. Describe how CTE activities will be carried out in order to meet state and local levels of performance. (See Appendix B for description of accountability measures.)
1P1 – Technical Skill Attainment
2P1 – Credential Attainment
3P1 – Student Retention and Transfer
4P1 – Student Placement
5P1 – Nontraditional Participation
5P2 – Nontraditional Credential Attainment
a)1P1- Technical Skill Attainment
All CTE program use multiple means of assessment to document student mastery of skills including skills check-offs recognized by industry, and state and national exams and performance in clinical and work-based learning programs.
SAU will use the state core indicator charts as a base measurement from which to build. Activities funded by the grant will expand across departments and will include faculty and staff with a goal of meeting our state goals. Particular focus will be given to areas that currently fall below state targets.
SAU Tech will use the state core indicator charts as a base measurement from which to build. Activities funded by the grant will focus on the two or three paths but expand to CP programs in future years to include all technology faculty and staff with a goal of meeting our state goals. Particular focus will be given to programs of study that currently fall below state targets.
UALR Department of Nursing will use the state core indicator charts as a base measurement from which to improve. Activities funded will be linked to the nursing program and will include meeting established goals. Focus for funding for this academic year is on 3P1 Retention and 1P1 Technical Skill Attainment.
UAMS will use the students’ performance on the National Registry Exam and Program Assessment Exam for the Emergency Medical Sciences and Surgical Technology programs respectively. The requests for funding this year concentrate on completing the review courses for each of these programs to prepare students for their professional examinations.
b)2P1 – Credential Attainment
The attainment of credentials is measured by the number of CTE students who completers.
c)3P1 – Student Retention and Transfer
Professional development activities and the common project will be geared toward retention and transfer of CTE students. These activities will include integration of technical education and academic education and online pedagogical techniques.
d)4P1 – Student Placement
Clinical site placement and internship placement in businesses as well as employment placement offices and career fairs on the individual campuses address student’s placement. e)5P1 – Nontraditional Participation
Nontraditional students will be encouraged to enroll in CTE two-year degree and certification programs at each campus of the consortium by peer and faculty recruiting along with industry representatives and guest speakers. Professional Development activities and the recruiting initiatives will also address the need for an increase in nontraditional participation.
f)5P2 – Nontraditional Credential Attainment
Nontraditional students will be encouraged to attain credentials in CTE two-year degree programs. Career opportunities will be addressed in the Ag course development as well as the web-based course content as well as, in the integration of CTE and academic work to be completed by the consortium members.
6.Describe how the institution will offer the appropriate courses of not less that one of the CTE programs of study. Identify and describe any existing secondary to postsecondary linkages and how Perkins funds will be used to improve or expand such programs. For the purposes of Perkins funding, a program of study must include both secondary and postsecondary elements that are coordinated, non-duplicative and aligned. Institutions are also encouraged to extend the program of study to include baccalaureate or above level elements.
At SAU all career and technical programs require significantly more than one CTE course as a requirement. Transfer degrees and course articulation extend to many baccalaureate and higher degrees.
SAU currently offers articulated CTE courses with area high schools that are individually correlated with each school. The University will continue to support these agreements and seeks to expand these programs. Example: The SAU Tech CP program in Aviation General consists of five courses through which students earn 18 hours of college credit toward the college-level technical certificate and/or degree program in Aviation Maintenance.
Industrial Equipment Maintenance CP consists of four courses through which students earn 12 hours of college credits toward the college-level technical certificate and/or degree program in AAS Technology: Industrial Maintenance Emphasis.
The Perkins Program, by infusing reading, writing, and mathematics skills into the existing technical curriculum, will increase the number of students continuing their education through college-level programs and decrease the number of students showing deficiencies in reading, writing, and/or math upon continuing the college-level degree programs. Avoiding these deficiencies will increase the retention and success rate of students, allowing more to complete the degree requirements and graduate with employable skills or continuing education.
Students in the Aviation Maintenance program may transfer and continue their education toward a baccalaureate degree in Aviation Maintenance Management at Henderson State University. SAU Tech has an articulated agreement with SAU-Magnolia for the transfer of the AAS Technology: Industrial Maintenance Emphasis into the Bachelor of Science in Industrial Technology at SAU-Magnolia.
Students in the Aviation Maintenance program may transfer and continue their education toward a baccalaureate degree in Aviation Maintenance Management at Henderson State University. SAU Tech has an articulated agreement with SAU-Magnolia for the transfer of the AAS Technology: Industrial Maintenance Emphasis into the Bachelor of Science in Industrial Technology at SAU-Magnolia.
UALR nursing program actively recruits from area high schools. UALR has a dual enrollment agreement with Hall High School and the Math and Science school (Hot Springs). The nursing program is aligned to enable students to transition into a BSN completion program following completion of the associate of science degree
7. Describe how the academic and technical skills of students participating in CTE programs will be improved and how CTE students will be taught to the same standards as are all other students.
At SAU, all students are considered equally. CTE students are held to the same high standard as all other students. Our department and programs chairs follow continuous program evaluation and improvement that allows the University to maintain accreditation. Academics are integrated into CTE courses and these classes are attended by a mixture of AD/CTE and other students. CTE and program chairs stay current with industry needs and work to prepare all students for success in national and state licensure as well as the ability to compete in the workforce.
The nursing program continues to utilize HESI testing as a means of identifying students who are at risk for failure and we track student success in skill mastery. We have noted an increased pattern of poor performance and clinical failure in the areas of essential skill mastery. It was evident via a review of clinical tools that students had very limited experience in performing basic skills in the first and second semesters of the program. Faculty noted the extensive time required to check student skills within the clinical setting (example: medication administration by a first year student requires 30 minutes and faculty have 10 students. Per medication administration policy there is a 1 hour window for “on-time” medication administration. Faculty had to limit the skill opportunity due to inability to adequately supervise skill for all assigned students). Last academic year the program used Carl Perkins funds to hire RN Faculty Extenders for use in the clinical settings (medical-surgical first year courses). The Extenders provided assistance with seeking essential skill opportunities and supervising student performance. Faculty worked closely with Faculty Extenders. Feedback has been very positive based on student and faculty evaluations. We are requesting a replication of this project for this year and will continue to monitor success and retention.
Nursing students are required to earn a grade of C or better in all courses that apply toward the degree. The admissions criteria for nursing is competitive and is based on academic performance indicators. Faculty and staff work one-on-one with students to assist with content mastery. Weekly feedback is provided for clinical performance indicators and students identify plans for improvement of practice areas.
SAU Tech has developed a program to assess the learning outcomes of its students in all of its academic programs to assure that the College is achieving its mission. The Assessment Program is designed to measure the level of skills and competencies gained by students at the program and course levels as well as within the General Education curriculum for all program students. Assessment activities are performed in a number of ways including placement exams prior to enrollment, program level goals and objectives, and classroom assessment techniques. Faculty identifies desired student learning outcomes on the program and classroom level and then assess through various methodologies how well those outcomes have been achieved. The college uses the data obtained from assessment measures to improve student academic achievement and the instructional methodologies delivered by the institution. All CTE courses are required to operate under course syllabi and meet the expected student learning outcomes for the course. All CP programs meet the learning outcomes requirements of the Arkansas state frameworks. By infusing reading, writing, and mathematical skills into the existing technical curriculum, students will be better prepared to enter into the college-level degree program which requires fifteen hours of academic coursework.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Describe any opportunities for work-based learning experiences, mentoring or internships both faculty and students.
Reading, writing, and mathematical skills are important foundations in both. Program Advisory Committees and industry have emphasized the importance of soft-skills for SAU Tech graduates including those associated with reading, writing, and math. By infusing value-added reading, writing, and math curriculum into the existing technical coursework of these programs, students will develop not only the skills needed in these academic areas, but will learn the practical application of these skills to their areas of technical study.
At UALR all nursing students participate in clinical experiences as a component of their nursing courses. UALR is not affiliated with a specific hospital and numerous/varied clinical agencies are utilized. This provides students with experiences with the community and within various types of hospital settings. UALR utilizes large and small hospitals in the central Arkansas area.Clinical experiences include the direct care for patients under the supervision of faculty and staff.
Multiple programs of study at SAU require or offer internships for degree completion. CTE programs work in collaboration with advisory boards of representatives and professionals from particular industries and fields. Many faculty members also work in these fields in addition to teaching in the related coursework.
The university seeks to improve communication and collaboration with area business and industry in curriculum and program development.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Professional development funded by Perkins should be high quality, sustained intensive and focused on improving the quality of instruction. It may include initial faculty preparation and activities that support faculty recruitment from industry. It should promote the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE (including curriculum development); increased instructor understanding of industry standards; encourage applied learning, provideknowledfge and skills needed to work with and improve instruction for special population, or increase the use of data to analyze achievement gaps.
Professional development will be provided to technical instructors. Professional development workshops will be held on a monthly basis in the Teacher Education Program lab. The faculty will be mentored by reading, writing, and mathematics coaches from the Arts and Sciences Department and the Teaching Teachers Coach from the Teacher Education Program on the effective infusion of reading, writing, and math into their technical curriculum. The faculty will also be trained in the application of the use of technology to teach reading, writing, and math in their technical curriculum.
SAU, UALR and UAMS: The professional development of review materials for the CTE programs will involve classroom faculty and instructional specialists. Working together the faculty and specialists will define instructional needs of students and design appropriate learning activities. While these activities will be delivered via the Web, the systematic assessment of instructional needs and design of learning activities can be translated to classroom instruction.
10. Describe how a wide variety of stakeholders are involved in the development, implementation and evaluation of CTE programs, and how such individuals and entities are informed about, and assisted in understanding the requirements of Perkins, including CTE programs of study.
Stakeholders include parents, students, academic and CTE faculty, administrators, counselors and advisors, business and industry including small business, labor and special populations.
SAU, UALR, UAMS and SAU-Tech academic administrators and CTE faculty are directly involved in the development, implementation, and evaluation of CTE programs through the annual program review process, the Master Plans, and the assessments of student learning plan. CTE faculty are also represented on the Curriculum Committee that oversees curricular development of programs. Career Services staff work closely with the Office of Instruction to understand the structure and requirements of CTE programs. Employers and employees of area businesses and industry are directly involved in the development and evaluation of CTE programs through the Program Advisory Committees. All stakeholders are informed of the requirements of Perkins through the numerous channels of communication available through their various levels of involvement in the CTE programs.
11. Provide assurances that the recipient will provide CTE programs that are of such size, scope and quality as to bring about improvement in the quality of CTE programs.
SAU carefully monitors retention and progression. Key indicators of success are evaluated on an annual basis and program revisions/developments are based on data.
SAU Tech is unique in that it is the only college or university in the state that is located in an industrial park. Its location provides broad exposure to the industries located within the park and makes it well situated to address the educational needs of its industrial neighbors. SAU Tech also understands its role in providing quality educational and training opportunities for its 2,300 students that provide them with the skills necessary to obtain relevant employment. The college’s mission provides for quality educational programs delivered through various technologies and methodologies to meet the needs of its constituencies. SAU tech believes it meets this mission through diverse programs which provide educational opportunities to high school students, traditional and non-traditional students, adults requiring a high school equivalent, employees in the surrounding workforce, and statewide certification/licensure training.
UALR ..The nursing program carefully monitors retention and progression. Key indicators of success are evaluated on an annual basis and program revisions/developments are based on data.
The UAMS programs, Emergency Medical Sciences and Surgical Technology, closely monitor the retention and progress of their students. Surgical Technology accepts a maximum of 16 students a year; Emergency Medical Sciences accepts up to 32 students a year.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
SAU-Tech : The Program Academic Counselor will track students entering the CP programs. Pre and post testing of students will validate changes and value-added application of reading, writing, and mathematics to the technical curriculum of these programs. The Office of Planning, Assessment, and Research will provide the Program Administrator with data related to the number of students showing deficiencies in reading, writing and math fundamentals upon continuing the college-level technical certificate and/or degree program. Performance improvement will involve a reduction in the number of students showing deficiencies upon continuing the college-level technical certificate and/or degree programs.
SAU will work towards establishing a system to evaluate the CTE programs based on student performance in technical attainment, completion and placement.
UALR HESI scores in the areas of skills will be assessed and compared. Retention will be monitored and data on non-progressing students will be assessed.During the transition year UAMS will work towards establishing a system to evaluate the CTE programs based on student performance in technical attainment, completion and placement. This may involve using Perkins funds to research and design evaluation methods.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Special populations include individuals with disabilities, individuals from economically disadvantaged families )including foster children), individuals preparing for nontraditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency. The description must identify how the recipient will:
a) Review CTE programs, identify and adopt strategies to over come barriers that result I lower access or success for special populations. b) Provide programs tha enable special populations to meet local performance levels
c) Provide activities to prepare special population, including dingle parents and displaced homemakers, or high-skill or high-wage or high-demand occupations that twill lead to self-sufficiency. (See Appendix C for targeted pathways) d) Ensure that individuals who are members of special population shall not be discriminated against on the basis of their status as members of special populations.
SAU will use the transition year to work with Institutional Research and s to develop a tracking method for these students that will allow the university to address this issue.
The Perkins team on campus will research data measurements practices in order to effectively serve the needs of special populations as they relate to high skill, high demand or high wage occupations.
In November, 2007, SAU Tech employees will participate in a Phil DeVol seminar to increase awareness of the differences in economic cultures, how those differences affect opportunities for success, developing an action plan to improve services to students and improving retention rates for new hires from poverty. CTE faculty will implement the action plans developed subsequently to the DeVol workshop (Fall 2007) into their programs.
Many of the students entering the CP programs that lack the appropriate reading, writing, and mathematical skills to be successful in continuing college-level programs are from special populations. Mentoring services, tutoring services, and supplemental instruction in reading, writing, and math will address these needs.
Pre and post testing by the Program Academic Counselor will help to identify and serve special populations.
HESI scores in the areas of skills will be assessed and compared. Retention will be monitored and data on non-progressing students will be assessed.
The nursing shortage assures that our graduates, often single parents, have a career that will support their families. The essential skills obtained in the first year of the program enables our students to be hired as “care technicians” in local hospitals. Students who successfully complete three semesters of the RN program are eligible to take LPN boards for licensure. These options provide for increased in income during enrollment in the nursing program.
The UALR Office of Disability Services provides support for students with identified needs. Students who require accommodation such as extended testing time, distraction free testing rooms, taped lecture/test etc.
UAMS will use the transition year to work with the Office of Educational Development (OED) to identify, define, and assist those students who need special assistance to complete the CTE programs. Staff in OED have extensive experience in identifying students at risk and in implementing early interventions to address inadequate learning skills.
UAMS recently hired a Director of Recruitment for Diversity who will work closely with all health professions colleges to improve the recruitment efforts for minorities at both the student and faculty level.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
SAU and UALR will use the transition year to develop a plan to identify nontraditional fields that correlate with existing two-year degree program offerings.
SAU –Tech Example: Aviation Maintenance and Industrial Maintenance are both nontraditional fields for the employment of women. The Perkins program funds will be used to increase the skills and retention of female students in reading, writing, and math by infusing these academic subjects into the existing technical coursework in these programs. UAMS will use the transition year to develop a plan to identify nontraditional fields that correlate with existing AS and BS programs.
15. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to baccalaureate and above education or other training opportunities.
SAU will continue to provide CTE students with student support services particularly in the area of career guidance and academic counseling. SAU offers an academic advising program for all students enrolled in the University
SAU Tech provides CTE students with academic and career counseling through the Career Services Department. The department has one full time advisor and one staff support position that are available to students on a walk in or appointment on a daily basis. Career Services provides comprehensive academic and career planning and placement services to career and technology program students.
Career Services provides the Kuder Career Assessment to students to assist in extensive career assessment.
Career Services works with students planning to transfer to other colleges to continue their education toward a baccalaureate degree. The advisor and support staff personnel help students with the ease of transfer by working closely with the transfer institution.
Career Services provides students with career counseling and placement. Contact is maintained with potential employers regarding open positions that graduates are eligible to apply for. The department also provides training to students on the development of resumes and interview skills.
UALR offers ongoing career counseling and academic advising. UALR is in the process of developing a BSN completion program that will provide dual enrollment opportunities for our students during the last semester of the associate degree program. Each student is provided a faculty advisor. Potential applicants are provided with extensive advising regarding the nursing program requirements and job placement opportunities.
UAMS will continue to provide CTE students with student support services particularly in the area of career guidance and academic counselingThe faculty and chairmen of the departments of the CTE programs interact frequently with their students regarding academic and professional issues. All students complete a Degree Plan with their faculty advisor during the first semester of their program. If students have difficulty meeting the academic requirements, the faculty meet with them and a Student Action form is completed. Students in the Surgical Technology program are given the names of classmates who have volunteered to assist colleagues; they also may take advantage of the peer tutoring program coordinated by the Office of Educational Development. The demand for professionals in these areas is high, and faculty advise students on ways to evaluate positions. What is the nature of the currently provided services?
16. Describe efforts to improve the recruitment and retention of CTE teachers, faculty, and guidance and academic counselors, including under-represented groups, and the transition to teaching from business and industry.
The Office of Educational Development at UAMS provides faculty development programs on teaching skills, student assessment, giving feedback, and designing instruction. These sessions are available upon request by groups or consultation with individual staff of the Office is available as needed.
17. Describe how funds will be distributed among consortium members, if appropriate.
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
See Appendix B for Perkins definitions and measurement methods. The local recipient must demonstrate how data collected will be complete, valid and reliable and consistent form year to year. Particular attention should be given to the identification of members of special populations so that analyses of performance can be made for Perkins performance improvements and so that data can be disaggregated by special population categories.
Direct and ongoing communication between the data reporting staff and the Perkins coordinators to ensure that ADHE is receiving information that supports accurate counts for Pell recipients and data that is reflective of the students enrolled in the two-year degree programs. Data staff will be encouraged to attend and participate in the in-services offered for Perkins participants. Information from federal grants management conferences and workshops will be made available to the data staff in the member consortium. Perkins coordinators in the consortium will be requested to document communication with data staff.
