College Name: Arkansas State University-Mountain Home
1. Describe the Local Recipient
Institution/Consortium Name
Arkansas State University-Mountain Home
President/Chancellor Name
Ed Coulter, Chancellor
Email of Fiscal Agent Institution
lmccurley@asumh.edu
Chief Financial Officer Name
Lyndle McCurley
Email of Fiscal Agent Institution
lmccurley@asumh.edu
Perkins Coordinator Name
Karen Hopper
Perkins Coordinator Email
khopper@asumh.edu
Phone of Fiscal Agent Institution
870-508-6122
2. Describe the Consortium
Institution Name:
N/A
President/Chancellor Name:
N/A
President/Chancellor Email:
N/A
Chief Financial Officer Name:
N/A
Chief Financial Officer Email:
N/A
Perkins Coordinator Name:
N/A
Perkins Coordinator Email:
N/A
Perkins Coordinator Phone:
N/A
3. Describe the process used to develop the local transition plan.
Team members: Karen Hopper, Associate Vice Chancellor for Research, Special Projects, and Distance Learning (Perkins Coordinator); Dr. Pat Bailey, Vice Chancellor for Academic and Student Affairs; Rosalyn Blagg, Associate Vice Chancellor for Enrollment Management; Kellie Young, Arts and Sciences Division Chair/English Instructor; Scott Raney, Director of Student Services; and Lyndle McCurley, Vice Chancellor for Administrative Affairs (Financial Aid).
4. Describe how career and technical education programs will be carried out using activities designated as required and permissive use of funds.
Required Use of Funds
All six (6) Associate of Applied Science degrees share the commonality of four general education requirements. Of the six (6) programs, two (2) require a total of 15 credit hours of general education courses, two (2) require a total of 18 credit hours of general education courses, and two (2) require a total of 21 credit hours of general education courses. Of the eight (8) technical certificates, five (5) have general education requirements, with the curriculum of the remaining three (3) programs designed with academics embedded within the CTE course components.
After successful completion of 12 credit hours of academic credit at ASUMH, credit is awarded for approved CISCO Network Academy courses the student has successfully completed in high school (Mountain Home). This linkage applies to the CISCO Networking Certificate of Proficiency (11.0901) and the Associate of Applied Science in Information Systems Technology (Networking Specialist Emphasis) degree (11.0401).
CTE programs utilize various tools in an effort to educate students about their respective chosen professions including a required internship in the A.A.S. in Criminal Justice program to shadowing opportunities in the A.A.S. in Respiratory Care program. Clinicals are incorporated within the curriculum of the A.A.S. in Funeral Science, Paramedic Technology and Respiratory Care, as well as the Practical Nursing Technical Certificate.
Training for faculty is provided on a voluntary (peer training) and required basis, as well as by request from faculty members. An example of required training involved two sessions on the use of Blackboard courseware, utilized for online instruction. Instruction in the use of both Blackboard and Campus Connect are incorporated into the new student orientation sessions.
Various professional development opportunities are made available for faculty. For example, earlier this year four representatives of ASUMH, including two division chairs/faculty members, attended the Perkins supported Leading the Way: Faculty Leadership & Student Success workshop with Dr. Vincent Tinto. One of the division chairs then returned to campus and conducted a faculty in-service sharing best practices from the workshop.
All CTE programs undergo continuous evaluations involving not only classroom outcomes, but results from examinations (A.A.S. in Funeral Science and Paramedic Technology, for instance) and assessment tools such as pre and post tests. Further, all certificate and degree programs are subject to review following policy established by the Arkansas Department of Higher Education Coordinating Board.
ASUMH’s Technical Certificate and Certificate of Proficiency welding programs were initiated in the 2006-2007 academic year based on local industry need, as well as a targeted industry occupation as determined by the Arkansas Department of Economic Development for the North Central and Northwest regions of the state. With regard to improvement, expansion and modernizing CTE programs, after a survey of community business and industry, both the A.A.S. in Business Management (formerly Business Technology) and Information Systems Technology have been updated for the 2007-2008 academic year. The Practical Nursing Technical Certificate program is being expanded for the 2007-2008 academic year to include an evening/Saturday cohort rotation.
Information provided to the Office of Institutional Research from the Office of the Registrar indicates 623 students had declared Perkins eligible programs as their intended major during the Spring 2007 semester when Perkins funded tutoring services were available. Further, records reflect 54 students had declared EMT/Paramedic as their intended major during the 2005-2006 academic year when Perkins initially funded improvements to these programs. Records also reflect a duplicated head count of 40 students enrolled during the first year (2006-2007) that welding was made available.
Activities addressing the needs of special populations include the Association of Non-traditional College Students (ANTS) student organization, the three credit hour course ORT 1003 College and Life Skills that special populations are directed to including those receiving Trade Adjustment Assistance (TAA) and Workforce Investment Act (WIA) financial support, as well as the Single Parent Scholarship Fund of Baxter County and Marion counties.
Permissive Use of Funds
After consulting with the campus Retention Committee chaired by the Director of Student Services and including representation of the Vice Chancellor for Academic and Student Services, the Associate Vice Chancellor for Research, Special Projects, and Distance Learning, the Associate Vice Chancellor for Enrollment Management, the Vice Chancellor for Administrative Affairs (Financial Aid), the Director of Public Relations and Marketing, and four faculty members, $2,500 is being requested to secure the services of a Student Engagement Consultant to address retention issues.
In addition, $26,127 is being requested to continue funding for tutoring, tutoring coordinator, and materials and supplies for tutoring lab.
Enrollment records reflect a successful implementation of the new welding program in the 2006-2007 academic year, with a duplicated headcount of 40 students. Further, each of these students has been contacted to measure the placement rates at this point. While a sufficient number of classes have been offered to allow for completion of the program, data indicates a strong number of the students are already utilizing their skills in areas of employment. At the end of the year, a review of the arrangements with the local high school indicated while the partnership plan to launch the program had been necessary to gauge the program's viability, due to space limitations, a new site will be located for the program as it enters the 2007-2008 academic year. Because equipment had been shared during the initial year of the welding program, additional equipment will need to be secured for the upcoming academic year. Therefore, $20,000 is being requested under 4P1-Placement.
While funding is made available annually for professional development, a discussion among the Perkins transition team led to a request for $2,500 to secure consulting services for use of technology to improve instruction.
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.)
ASUMH now has a retention plan led by the Director of Student Services and comprised of the Vice Chancellor for Academic and Student Services, the Associate Vice Chancellor for Enrollment Management, the Associate Vice Chancellor for Research, Special Projects, and Distance Learning, the Director of Public Relations and Marketing, the Director of Financial Aid, and four faculty members addressing retention and completion rates for traditional and non-traditional students.
Further, every effort is made in developing new programs to follow a “stepping stone” approach offering students the option to complete a certificate of proficiency, leading to a technical certificate, and in many cases on to a two-year degree.
While funding is made available annually for professional development, a discussion among the Perkins transition team led to a request for $2,500 to secure consulting services for use of technology to improve instruction.
After consulting with the campus Retention Committee chaired by the Director of Student Services and including representation of the Vice Chancellor for Academic and Student Services, the Associate Vice Chancellor for Research, Special Projects, and Distance Learning, the Associate Vice Chancellor for Enrollment Management, the Vice Chancellor for Administrative Affairs (Financial Aid), the Director of Public Relations and Marketing, and four faculty members, $2,500 is being requested to secure the services of a Student Engagement Consultant to address retention issues.
In addition, $26,127 is being requested to continue funding for tutoring and materials and supplies for tutoring lab.
Enrollment records reflect a successful implementation of the new welding program in the 2006-2007 academic year, with a duplicated headcount of 40 students. Further, each of these students has been contacted to measure the placement rates at this point. While a sufficient number of classes have been offered to allow for completion of the program, data indicates a strong number of the students are already utilizing their skills in areas of employment. At the end of the year, a review of the arrangements with the local high school indicated while the partnership plan to launch the program had been necessary to gauge the program's viability, due to space limitations, a new site will be located for the program as it enters the 2007-2008 academic year. Because equipment had been shared during the initial year of the welding program, additional equipment will need to be secured for the upcoming academic year. Therefore, $20,000 is being requested under 4P1-Placement.
6. Describe how the institution will offer the appropriate courses of not less than 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.
After successful completion of 12 credit hours of academic credit at ASUMH, credit is awarded for approved CISCO Network Academy courses the student has successfully completed in high school (Mountain Home). This linkage applies to the CISCO Networking Certificate of Proficiency (11.0901) and the Associate of Applied Science in Information Systems Technology (Networking Specialist Emphasis) degree (11.0401).
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.
All six (6) Associate of Applied Science degrees share the commonality of four general education requirements. Of the six (6) programs, two (2) require a total of 15 credit hours of general education courses, two (2) require a total of 18 credit hours of general education courses, and two (2) require a total of 21 credit hours of general education courses. Of the eight (8) technical certificates, five (5) have general education requirements, with the curriculum of the remaining three (3) programs designed with academics embedded within the CTE course components.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
CTE programs utilize various tools in an effort to educate students about their respective chosen professions including a required internship in the A.A.S. in Criminal Justice program to shadowing opportunities in the A.A.S. in Respiratory Care program. Clinicals are incorporated within the curriculum of the A.A.S. in Funeral Science, Paramedic Technology and Respiratory Care, as well as the Practical Nursing Technical Certificate.
With regard to faculty, ASUMH’s EMT/Paramedic Instructor and its Respiratory Care Clinical Director work PRN at Baxter Regional Medical Center in their respective professions.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
While funding is made available annually for professional development, a discussion among the Perkins transition team led to a request for $2,500 to secure consulting services for use of technology to improve instruction. The goal is to provide training and instruction for the development of additional online course offerings.
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.
Before the implementation of any new program, the level of student interest is gauged, followed by a survey of stakeholders such as representatives of business and industry. After programs are implemented, input and direction from the appropriate stakeholders internally and externally.
Further where appropriate and required by the various accrediting bodies, advisory committees (funeral science and respiratory care) have been established to offer input from their professions.
Academic and CTE faculty, administrators, counselor and advisors are updated on the activities and impact of Perkins during faculty/staff meetings held at the beginning of each fall and spring semester.
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.
A review of enrollment records for the first year of the welding program and the total student population in all CTE programs that could utilize tutoring services, along with the development and expansion of program offerings through distance education and addressing all student retention through student engagement activities indicate these activities requested for funding are of necessary size, scope, and quality.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
Placement and retention rates through contacting each student in the welding program, review of student retention rates through the Office of the Registrar and review of transfer rates through data collected by the Department of Higher Education will be used to evaluate and continuously improve performance of CTE programs. As an example, after a review of the first-year retention rate in the A.A.S. in Respiratory Care, 12 credit hours of pre-requisites are now required before admittance to the program.
In addition, student evaluations of the faculty are conducted annually during the fall semester, while faculty peer evaluations are conducted in the spring semester either by division chairs or by a faculty member assigned by the division chair.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Activities addressing the needs of special populations will continue including the Association of Non-traditional College Students (ANTS) student organization, the three credit hour course ORT 1003 College and Life Skills that special populations are directed to including those receiving Trade Adjustment Assistance (TAA) and Workforce Investment Act (WIA) financial support, as well as the Single Parent Scholarship Fund of Baxter County and Marion counties. Those identified with limited English proficiency may be directed to ASUMH’s Adult Education Center for assistance through the ELS initiative.
To further ensure that all Perkins designated special populations are identified, the Application for Admission to the college has been revised to capture all the appropriate information.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
Records indicate ASUMH has exceeded the targets for nontrad participation and completion. Current activities will continue and no funding is requested.
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.
Faculty advisors and program directors for the CTE programs guide students with both career and academic counseling.
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.
Recruitment and retention of CTE teachers, faculty, and guidance and academic counselors is not an issue to be addressed because ASUMH enjoys a low turnover rate in Perkins funded disciplines. However, $2,500 is being requested for adjunct development activities and proctors for administering student examinations for national credentialing.
17. Describe how funds will be distributed among consortium members, if appropriate.
N/A
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
By reviewing data readily available through the Office of the Registrar, the results of activities funded through 3P1 (tutoring, student engagement, expansion of online course offerings) can be easily measured. Continuation of follow-up surveys for 4P1 (placement of welding students/graduates) is also planned. The Office of Institutional Research will provide an annual performance report with disaggregated data for each indicator of special populations now that the institution has a plan in place through its Office of Admissions, Financial Aid Office, and Business Office to identify the students in each of the special population areas.
