3. Describe the process used to develop the local transition plan.
The transition plan was developed with input from members of the faculty, administration, student affairs and institutional research personnel (where available) at each consortium member college. Consortium members met in October and November of 2006 and in April and May of 2007 to outline the transition plan and to identify priorities. In November, 2006, the CCCUA President’s Cabinet and the Curriculum Committee met to discuss how the transition plan could best be utilized to meet the needs of technical students. In May of 2007 the transition plan was approved for submission by the President and Chancellor at each member institution.
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
At least fifteen hours of general education courses are required in each A.A.S. program. Among the consortium members, several general education courses are designed specifically for CTE students, including Technical Composition, Composition II for Industry, Psychology for Industry, Technical Math, Technical Computers, and Math for Nurses. Faculty members from the academic and technical disciplines collaborate in the areas of math, composition, psychology, computer skills, and physics.
For instance, faculty in the areas of composition and manufacturing technology meet to plan joint activities for their students, such as technical report writing and needs analyses. Members of the math faculty collaborate with faculty teaching in the areas of applied science and business in order to produce applied learning experiences for students. Specific examples of this collaboration include the integration of the Pythagorean Theorem in order to help engineering technology students understand the use of triangles in CAD drawings, and the applied use of business math equations to assist management students to develop cost analyses. Contextualized learning techniques are used widely in the technical programs to relate traditionally academic concepts to program specific applications.
Linkages include articulation agreements and concurrent enrollment arrangements with service area high schools including high school career centers located on two of the consortium member campuses. Special programs including Career Pathways and Upward Bound ease the transition from secondary to postsecondary thus providing a critical support link. These linkages ensure a coordinated and seamless transition between identified secondary and post-secondary programs. Secondary programs are directly linked with post-secondary programs in the areas of (11.40) Cisco, (12.40) Criminal Justice, (8.10 and 8.20) Medical Professions Education, (10.40) Cosmetology, (13.10) Welding, (2.20) Construction Technology, (11.20) Computer Information Systems and (15.10)Pre-Engineering. Over 500 secondary students are concurrently enrolled in linked secondary and post-secondary programs. Students then move from a Certificate of Proficiency to a Technical Certificate and then to an A.A.S. Students completing an A.A.S. in Computer Information Systems, Medical Office Administration, Criminal Justice and Nursing also have the option of transferring to a four-year program of study
Through the use of job shadowing, guest speakers, workshops, internships, and the work of advisory committees, students are provided opportunities to experience work-based learning through their program of study. For example, collaboration between applied science faculty and members of business and industry resulted in a mini-automation fair for students, Medical Office Administration students participate in job shadowing at area hospitals and clinics, and students in Criminal Justice experience on-the-job training in area correctional facilities and police departments. The LPN and RN students participate in clinical rotations which brings a solid, hands-on understanding of the field. Technical students in the high voltage programs at ASU-Newport spend each summer in paid internship situations with various Arkansas Electrical Cooperatives. Technical students have been placed in positions in area business and industry such as Scroll Technology, Flakeboard, Pactiv, Rockport Police Department, Ouachita Technical College, the City of Little Rock, St. Joe’s Hospital, Hot Spring County Regional Medical Center, Saline County Hospital, DeQueen/Sevier County Chamber of Commerce, Nashville Chamber of Commerce, DeQueen Ford, Revels Dental Offices, Harris Hospital in Newport, Arkansas, various nursing homes and clinics in Newport, Batesville, and Jonesboro, Arkansas and the Arkansas Health Center.
The use of technology is well incorporated into the overall learning experience for students. Smart classrooms containing state-of-the-art teaching technology such as wireless Internet access, interactive white boards, and high speed computers are available for faculty and students. Audio Visual classrooms are utilized for both academic and technical courses allowing students to attend courses without traveling to partner institutions or among college campuses. Nursing faculty members are able to provide simulated clinical experiences for their students through the use SimMan, SimBaby, and computerized I.V. arms. The RN AAS degree program theory classes at ASU-Newport are taught exclusively through compressed video while the High Voltage Lineman Technology program AAS degree plan is taught heavily on-line. Engineering technology faculty members utilize simulation software technology to replicate real world industry experiences for students studying programmable logic controllers. Faculty members in all technical areas employ a combination of online and blended instructional methods to deliver course material.
All professional development supported by Perkins will be ongoing, collaborative activities that will involve the members of the administration, student affairs staff, and faculty who are involved in the education of technical students. The professional development activities will consist of a series of three collaborative events designed to specifically impact the core indicators and topics will focus on the areas of advisor training; the integration of academic and technical curricula, with an emphasis on applied learning and learning communities; instructor understanding of specified industry standards; and instructional and retention strategies for non-traditional and special population students. These activities will be designed to improve the overall teaching and
In addition to the professional development activities supported by Perkins funds, each institution will provide resources for instructors to attend events related to indicators. These professional development opportunities will include but are not limited to issues such as the integration of academic and technical curricula, with an emphasis on applied learning and learning communities; instructor understanding of specified industry standards; and instructional and retention strategies for non-traditional and special population students
The assessment plan and advisory committee structure provide the means to evaluate all programs on an annual basis. Under the assessment plan, all programs have specific learning outcomes that must be met before a student is eligible for graduation. Assessment measures include student performance on exams and course capstone courses, group projects, lab exercises, student satisfaction surveys, graduate surveys, employer surveys, as well as retention and graduation rates.
For example, faculty members from the Computer Information Systems (CIS) department meet with their advisory council on a yearly basis. The advisory council is comprised of industry representatives such as a director of information technology; a process control engineer from a company that employs CIS graduates; and students who have graduated from the CIS program and are currently working in their related fields, such as an assistant network administrator, a local school network technical coordinator, and an information technology administrator. The advisory council is given a tour of the facilities, copies of the degree plan, and course syllabi. Based on their recommendations, new courses such as Visual Basic.Net, and ADO.NET were added to the program.
The High Voltage Lineman Technology program at ASUN has the same arrangement with advisory members from each electrical cooperative who evaluate the program and the student interns as to the competencies and level of those competencies in
Perkins funds will be used to expand the Computer Information Systems (CIS) program to include network security and additional certifications as deemed needed on each campus. The need for this expansion was documented in the October 6, 2006 CIS advisory council meeting. In this meeting, advisory members reviewed the CIS curriculum and recommended the addition of specific course content to address the global concern of network security. Perkins funds will be used to send instructors to the Sans Institute to receive training in network security in an effort to improve, expand and modernize the existing CIS degree plan. The addition of a Certificate of Proficiency in Network Security is anticipated to attract 15 new students per year.
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 300 CTE students at OTC and 169 CTE students at ASU-Newport, the CIS program serves 94 students per year. This gives the instructors at those institutions a wide reach for improving course offerings through the instructor training at the SANS institute and
Technical courses offered through a combination of online and blended delivery methods reach approximately 140 students per year at OTC. Therefore the Quality Matter online evaluation tool are validated
All of the approximately 375 CTE concentrators at CCCUA and 300 CTE concentrators at OTC and 169 CTE concentrators at ASU-Newport will benefit from the integration of entrepreneurial education into their technical programs of study.
All CTE students at member institutions will have the services of the Placement Counselor readily available either in person, online or via telephone, thereby providing placement services to a total of 844 students.
Professional development activities will consist of a series of three events conducted throughout the year. They will include all CTE faculty and administrators from all consortium colleges. This will allow the consortium to maximize the size and economy of such activities while reaching the most critical individuals.
The needs of students in special populations are met through a variety of programs and services. The Career Pathways program at OTC and CCCUA offers the Kuder Career Inventory, Employability Skills Training, and the Wage Certificate to incoming students to help them identify the occupations for which they are best suited. ASU-Newport has the Career Pathways program and uses the Kuder Career Inventory the Employability Skills Training, and the State Work Readiness Ceritficate program. Specially trained advisors who are knowledgeable in the requirements of high-skill, high-wage, high-demand occupations are assigned to special population students to guide them in the correct career choice. Career Pathways also provides caseworkers who are trained to deal with economically disadvantaged students, displaced workers, and single parents. For the campuses with TRIO and CAMP programs, trained staff assist students to overcome many of the barriers that exist for special populations and offer intensive counseling, tutoring, and advising to migrant students. The Workforce Investment Act office is housed on the CCCUA campus to provide services for economically disadvantaged individuals. Disability counselors, retention specialists, transfer counselors, financial aid advisors, and ESL classes all comprise the array of services available to lead students in special populations to self-sufficiency.
Permissive Use of Funds
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A placement officer will be employed using Perkins funds to provide a critical link between students and employers in their selected fields. The placement officer will be deeply involved with business and industry to identify needs in the market and place students into appropriate positions. This individual will also be responsible for tracking recent completers and collecting placement data. The placement officer’s services will be available to CTE students at OTC and CCCUA by physical and virtual communication methods.
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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
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A placement officer will be employed using Perkins funds to provide a critical link between students and employers in their selected fields. The placement officer will be deeply involved with business and industry to identify needs in the market and place students into appropriate positions. This individual will also be responsible for tracking recent completers and collecting placement data. The placement officer’s services will be available to CTE students at OTC and CCCUA by physical and virtual communication methods.
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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.)
a) 1P1-Technical Skill Attainment (pending state decision on measurement)
All CTE programs use multiple means of assessment to document student mastery of technical skills, including portfolios, performance in capstone courses, passage rates on national certification exams such as CNA, Net+, MCSE, group projects, state board pass rates, and performance in work-based learning or internships.
For example, the CIS department uses pre and post-tests, lab exercises and exit exams to assess student skill levels, as well as paper based tests to assess terminology and concept skills. Students are required to keep journals to facilitate “soft-skills” and must present, through a cooperative team effort, a networking proposal to representatives from business and industry -- usually former students and/or advisory board members. The students are also required, through team effort, to build a network that pulls together the components of cabling, servers, workstations, and software that allows communication with each other through a router, all of which the students configure.
Perkins funds will be used to expand the Computer Information Systems programs to include a certificate of proficiency in network security; thereby increasing student enrollment by 10 to 15 students per year.
b) 2P1-Credential Attainment (Certificates and Degrees)
The attainment of credentials is measured by the number of CTE students who complete an award, such as a Certificate of Proficiency, Technical Certificate, or Associate of Applied Science. The addition of a Certificate of Proficiency in Network Security will increase the number of CTE students who are eligible to receive a credential.
c) 3P1-Student Retention and Transfer
Many of the professional development activities will be geared directly towards the issues of retention and transfer for CTE students. Topics such as learning communities, applied learning, advisor training, entrepreneurship, online pedagogical techniques and the integration of academic and technical curricula will be addressed by professional development.
Other resources for retention and transfer are available through the Trio and Pathways programs in the form of special advising, counseling, career guidance, and student activities.
d) 4P1-Student Placement
A Placement counselor will be hired to assist CTE students at OTC, CCCUA, and ASU- Newport in obtaining jobs in their program of study. The Placement counselor will also rack the placement of students exiting CTE programs to allow for strengthened data in consideration to the consortium’s proximity to the state border. An applied science faculty member will be given release time to establish internships in the field of network security and network management with area industries and businesses
e) 5P1-Nontraditional Participation
One of the three professional development activities in the series described above will focus on strategies designed to increase nontraditional student participation in selected CTE programs of study. Appropriate faculty members and students will be utilized to act as mentors and role models for students in non-traditional programs of study.
f) 5P2-Nontraditional Credential Attainment
Nontraditional students will be encouraged to attain credentials in a CTE program of study by the use of guest speakers from business and industry, student and faculty mentors, and the use of professional development activities designed for this purpose.
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.
The programs of study are (4.10) Business, (5.3) Teaching, (10.10) Child Care, (2.20) Construction Technology, (8.20) Nursing, (11.40, 11.20) Cisco/Computer Information Systems, (12.40) Criminal Justice, (8.10 and 8.20) Medical Professions Education, (10.40) Cosmetology, (13.10) Welding, (1.10) Agri-Business, (15.10) Pre-Engineering, (16.40) Diesel Mechanics and (13.3) High Voltage lineman Technology. Many of these programs, including (11.40) Cisco, (12.40) Criminal Justice, (8.10 and 8.20) Medical Professions Education, (10.40) Cosmetology, (13.10)Welding, (2.20) Construction Technology, (11.20) Computer Information Systems and (15.10) Pre-Engineering are directly linked with post-secondary programs of study and will enable secondary students to enter post-secondary programs with up to twelve hours of credit. Students then move from a Certificate of Proficiency to a Technical Certificate and then to an A.A.S. Students completing an A.A.S. in Business, Medical Office Administration, Computer Information Systems, Criminal Justice and Nursing also have the option of transferring to a four-year program of study.
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.
Through the use of Perkins’ funds, professional development activities will stress the integration of academic and technical skills. All CTE programs have specific learning outcomes that must be met before a student is eligible for graduation. Assessment measures include student performance on exams and course capstone courses, group projects, lab exercises, student satisfaction surveys, graduate surveys, employer surveys, as well as retention and graduation rates.
. For example, through the use of Advisory Council recommendations and degree core program instruction, students have access to labs where simulation software technology is utilized to replicate real world industry experiences for students in CIS and Manufacturing Technology. Students also have access to study guides in preparation for successfully passing nationally recognized certification exams.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Through the use of job shadowing, guest speakers, workshops, internships, and the work of our advisory committees, students are provided opportunities to experience work-based learning through their program of study. For example, collaboration between applied science faculty and members of business and industry resulted in a mini-automation fair for students, Medical Office Administration students participate in job shadowing at area hospitals and clinics, and students in Criminal Justice experience on-the-job training in area correctional facilities and police departments. The LPN and RN students participate in clinical rotations which brings a solid, hands-on understanding of the field. Technical students have been placed in positions in area business and industry such as Scroll Technology, Flakeboard, Pactiv, Rockport Police Department, Ouachita Technical College, the City of Little Rock, St. Joe’s Hospital, Hot Spring County Regional Medical Center, Saline County Hospital, DeQueen/Sevier County Chamber of Commerce, Nashville Chamber of Commerce, DeQueen Ford, Revels Dental Offices, and throughout most Arkansas electrical cooperatives, and the Arkansas Health Center.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Professional development will consist of ongoing, collaborative activities for members of the administration, student affairs staff, and faculty who are involved in the education of CTE students. These activities will be delivered by the use of guest speakers as well as by a combination of online and off-campus learning experiences. Professional development will be designed to specifically impact the core indicators and topics will focus on the areas of advisor training; the integration of academic and technical curricula, with an emphasis on applied learning and learning communities; instructor understanding of specified industry standards; entrepreneurship, online pedagogical techniques, and instructional and retention strategies for non-traditional and special population students.
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 are involved in CTE programs and Perkins through the use of advisory committees, focus groups for students and parents, community focus groups, and collaborative efforts with secondary administrators, staff, and faculty. Each fall, all of the superintendents, principals, and counselors from the service area high schools for OTC and CCCUA are invited to the campuses to meet with members of the administration, faculty, and staff to review CTE programs and to make recommendations for improvement. Articulation meetings are held each semester between administrations and faculties of the colleges and area high schools to confirm alignment of curricula for CTE students. CTE programs are also reviewed annually by advisory committees composed of area business and industry representatives who have expertise in technical areas. Information regarding Perkins and CTE programs is also disseminated through the use of newsletters and newspaper articles that highlight new activities and areas of study.
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.
Of 300 CTE students at OTC and 169 CTE students at ASU-Newport, the CIS program serves 94 students per year, and technical courses offered through a combination of online and blended delivery methods reach 140 students per year.
All of the approximately 375 CTE concentrators at CCCUA and 300 CTE concentrators at OTC and 169 CTE concentrators at ASU-Newport will benefit from the integration of entrepreneurial education into their technical programs of study.
Professional development activities as described above will include all CTE faculty and administrators from all consortium colleges. This will especially include faculty involved in on-line and compressed video courses to ensure the quality of future expansion in programs using that method of course delivery. This will allow the consortium to maximize the size and economy of such activities while reaching the most critical individuals.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
The assessment plan and advisory committee structure provide the means to evaluate all programs on an annual basis. Under the assessment plan, all programs have specific learning outcomes that must be met. Assessment measures include student performance on exams and course capstone courses, group projects, lab exercises, student satisfaction surveys, graduate surveys, employer surveys, as well as retention and graduation rates. The assessment outcomes produced by these measures will be analyzed and suggested changes made where the data indicates such changes are needed.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
The needs of students in special populations are met through a variety of programs and services. The Career Pathways program on all consortium campuses offers the Kuder Career Inventory and Employability Skills Training, and at OTC and CCCUA, the Wage Certificate is an incentive to incoming students to help them identify the occupations for which they are best suited. Specially trained advisors who are knowledgeable in the requirements of high-skill, high-wage, high-demand occupations are assigned to special population students to guide them in the correct career choice. Career Pathways also provides caseworkers who are trained to deal with economically disadvantaged students, displaced workers, and single parents. The CAMP program at CCCUA offers intensive counseling, tutoring, and advising to migrant students. The Workforce Investment Act office is housed on the CCCUA campus to provide services for economically disadvantaged individuals. Trio programs have staff trained to assist students to overcome many of the barriers that exist for special populations. Disability counselors, retention specialists, transfer counselors, financial aid advisors, and ESL classes all comprise the array of services available to lead students in special populations to self-sufficiency.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
Students are encouraged to enter nontraditional fields of study by the use of advisor training, nontraditional faculty mentors, and the use of student mentors. Instructors and advisors will be given training on how to better promote and prepare students for nontraditional fields of study at one of the three above mentioned professional development events.
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.
The Career Pathways program at all campuses offers the Kuder Career Inventory, WorkKeys, and Employability Skills Training, and the Wage Certificate is available at OTC and CCCUA to incoming students to help them identify the occupations for which they are best suited. The CAMP program at OTC and CCCUA offers intensive counseling, tutoring, and advising to migrant students. The Trio program provides a career and transfer counselor to assist CTE students in appropriate curricular choices and to identify linkages to four-year programs of study. Using Perkins funds, a Placement counselor will be employed to direct CTE students at OTC and CCCUA toward positions in their fields. Articulation agreements with several four year institutions have made higher degrees a possibility for many CTE students. For example, students receiving an AAT can now complete their second two years of the baccalaureate degrees in either Pre-K through 4th Grade Education or Middle School Math and Science Education from CCCUA’s campus. Students pursuing Agri-Business degrees can receive their second two years of the baccalaureate degree from CCCUA’s campus as well. Advisers are trained to direct CTE students toward these options for higher degree attainment. Using recent state funding, ASU-Newport will become one of the new University Center sites where selected four year universities will be offering a variety of compressed video courses culminating in degrees in such areas as Business and
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 Minority Recruitment and Retention Plan assists in the effort to attract and keep qualified CTE faculty and counselors. The Minority Recruitment and Retention Plan is designed to improve opportunities for minority faculty/staff access and success; increase the number of minority faculty and staff; retain existing minority faculty and staff; improve opportunities for minority student access and success; increase the number of minority students and to increase the retention rate of minority students at OTC.
Focus groups, faculty mentors, and advisory committee members are used to identify specific recruitment techniques and to assist CTE instructors in the transition to teaching from business and industry.
17. Describe how funds will be distributed among consortium members, if appropriate.
All Perkins funds will be distributed in a manner that is mutually beneficial to all members of the consortium. All activities requiring Perkins funds will be made available to all members.
Colleges in the consortium do not currently have access to a full-time Placement Counselor in order to help them secure employment after graduation. Consortium schools exhibit a need to improve their collective placement rates. A Placement counselor will be hired to assist CTE students at OTC, CCCUA, and ASU-NEWPORT in obtaining jobs in their program of study. This person will be physically located on the CCCUA campus, but will provide services to the other two consortium members’ students online and by phone. The Placement counselor will also track the placement of students exiting CTE programs to allow for strengthened data in consideration to the one consortium member’s proximity to the state border.
The ADHE data charts show that consortium member colleges fall below the State average for technical skill attainment, indicating a need for strategies that will strengthen this area. Furthermore, advisory committees meetings indicate that technical students will have to attain additional skills in order to compete in the workforce. Specific activities that will target this indicator and that are included in the Local Transition Plan include professional development for technical instructors and attendance at the SANS Institute for CIS faculty.
Analysis of graduation rates show that consortium member colleges have a lower rate of graduation for students in applied science areas than students enrolled in the Associate of Arts degree program. Specific activities that will target this indicator and that are included in the Local Transition Plan include the establishment of internships for technical students, and the addition of online courses in applied science areas.
Analysis of data from consortium member colleges reveal low student retention rates. Many of the professional development activities related directly to the Transition Plan will be geared towards the issues of retention and transfer for CTE students. Topics such as learning communities, applied learning, advisor training, entrepreneurship, online pedagogical techniques and the integration of academic and technical curricula will be addressed by professional development.
Other resources for retention and transfer are available through the Trio and Pathways programs in the form of special advising, counseling, career guidance, and student activities.
Professional development will consist of ongoing, collaborative activities for members of the administration, student affairs staff, and faculty who are involved in the education of CTE students. These activities will be delivered by the use of guest speakers as well as by a combination of online and off-campus learning experiences. Professional development will be designed to specifically impact the core indicators and topics will focus on the areas of advisor training; the integration of academic and technical curricula, with an emphasis on applied learning and learning communities; instructor understanding of specified industry standards; entrepreneurship, online pedagogical techniques, and instructional and retention strategies for non-traditional and special population students.
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
Data will be collected from the campus student information system, and from IPEDS, Pathways and Trio reports (if available and appropriate). Data will be disaggregated to identify achievement gaps for students in special population categories
