3. Describe the process used to develop the local transition plan.
A team approach was utilized to develop the East Arkansas Community College Perkins Transition Plan. The team included the VP of Academic Affairs, VP of Administration, Allied Health Department Chair, Director of Enrollment and Institutional Research, ADTEC Coordinator, Business and Technology Department Chair, Controller, and Director of Career Pathways and the Learning Center.
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
The necessary technical and academic skills of the CTE students are determined by their respective industrial advisory committees. Those skills are prioritized and coordinated with the academic standards of the college through collaborations between the industrial advisory committee and the faculty. Once the collaboration between advisory committee and faculty have determined the curricula (or revised curricula) needed, the department chairs present the program or changes to the Academic Standards Committee for review and approval. The Academic Standards Committee reviews the proposals to ensure that all programs meet the minimum standards established by the college and state. Once the program or revisions have been approved, the college recognizes that every group of students is different. Therefore, each CTE faculty is given the lead role in determining the best pedagogical methods to accomplish the needed skills improvements within their classes.
To ensure continuous improvement, each department evaluates their courses on an annual basis. Institutionally, the Student Learning Committee has created a matrix used throughout the EACC campus to assess the learning objectives of every course and link those objectives to the mission of the college. Through the use of that matrix, EACC evaluates the academic and technical objectives of the courses and whether those objectives meet the need of area industries as well as whether the state academic standards are met.
The EastArk Secondary Career Center (ESCC) was established in 2004, through a collaborative effort of EACC, area school districts, and the Arkansas Department of Workforce Education. The Center provides area high school students with the opportunity to pursue career and technical programs and earn college credit while in high school. The aligned curriculum serves as an extension of the high school offerings by providing students with hands-on training in technical fields. The Center serves students from six area high schools and offers six programs of study at two different EACC sites (Forrest City and Wynne). The Center is anticipated to double enrollment in the fall of 2007.
Secondary Career Center Programs of Study: Webpage Design (11.0801), Medical Professions (26.999), Advanced Manufacturing (48.0501), Criminal Justice (43.0104) , Hospitality (52.0901) and Lodging (52.1905)
In addition, the National Science Foundation awarded ADTEC a $916,606 grant to create the Arkansas Delta Science, Technology, Engineering and Mathematics Expansion Program (ADSTEP) of which EACC will receive approximately $150,000. The funds are dedicated to creating career pathways in advanced manufacturing and information technology (aligned with industry requirements) and on creating a model of how community colleges, in partnership with a university and local school districts, can provide a systemic solution to the historic under representation of minorities in the STEM fields. The ADSTEP education pathways will allow students to pursue certification beginning in high school and to continue their technical educational path to earn an associate degree and ultimately a bachelor or applied science offered by the University of Arkansas at Ft. Smith through the local University Center.
In 2006, the Director of Secondary Outreach position was created in order to intensify EACC’s involvement with the area secondary institutions. In addition to the Secondary Career Center, EACC has worked to increase concurrent credit enrollment by partnering with Wynne Public Schools to offer a two-year / 32-hour pre-engineering program which allows for complete transfer into the EACC Applied Engineering Degree program. EACC also coordinates class offerings and schedules with each school’s needs. Additionally, EACC’s career and technical faculty members have been assigned to teach college level courses at multiple sites including high school campuses.
To ensure the secondary counselors are up to date on the latest career and technical offerings, EACC Student Affairs sponsors an annual Counselor’s Day for area high school counselors to apprise them of various technical and industrial academic programs. In addition, various community and business leaders are also present to provide information concerning the practical aspects of gaining employment in technical and industrial occupations.
Students gain an understanding of industry while receiving hands on experience through the internship requirement that is part of the majority of CTE degree programs including business technology, criminal justice and allied health (clinicals). Also, advisory committees including personnel from area business and industry are utilized to ensure the career and technical program curriculum is designed to realistically prepare students for future employment.
Numerous EACC faculty members, including those from CTE areas, have been formally trained on distance learning technologies including WebCT for online learning and Compressed Video. Distance learning best practice sessions have also been provided to faculty in order to enhance effective teaching. In the spring of 2007, approximately 17 CTE courses were offered online or via compressed video through the EACC Distance Education Department. Additionally, the EACC Department of Business and Industry Training provides comprehensive educational technology workshops for area secondary institutions on a regular basis. In the last three years, EACC has obligated approximately $420,000 of Title III funds to improve technology for career and technical education programs and train faculty members on the new technology.
Professional development for all EACC faculty and professional staff are provided in a variety of ways. On-campus professional development is provided through workshops, presentations, and other activities. The activities cover topics from classroom record keeping to pedagogical techniques. Special topics for departmental or subject issues are sometimes addressed when needed. Off-campus professional development is provided in the form of conferences, workshops, and/or instructional meetings. Some of the off-campus activities are addressed through the Professional Development Committee, a committee that determines the allocation of campus professional development funds. While some of the off-campus activities are funded through departmental funds. Off-campus activities range from instructors from different colleges meeting and comparing notes (as with the Advanced Manufacturing Technology program) to national conferences and workshops.
The goal of the EACC professional development in the future will remain to provide the most comprehensive professional development possible within the means of the college. We will continue to evaluate the needs of the faculty and staff to determine the most efficient methods of providing professional development for CTE personnel as well as all EACC faculty and staff.
To ensure continuous improvement, each department evaluates their courses on an annual basis. Institutionally, the Student Learning Committee has created a matrix used throughout the EACC campus to assess the learning objectives of every course and link those objectives to the mission of the college. Through the use of that matrix, EACC evaluates the academic and technical objectives of the courses and whether those objectives meet the need of area industries as well as whether the state academic standards are met.
In effort to increase evaluation capacity, EACC proposes to utilize partial Perkins funding to upgrade student information software to enhance statistical tracking capabilities and document tracking as well as improve Campus Connect capabilities for student interaction.
In 2003, EACC was awarded a $1.8 million Title III grant dedicated to Strengthening Technical Education. The grant has enabled the college to develop and implement three new career and technical programs of study as well as update and improve the campus technology capacity. As part of ADTEC (Arkansas Delta Training and Education Consortium), EACC, along with four other two year colleges, is providing a comprehensive regional approach to meeting current and future educational and training needs for the Delta region. Since October 2005, ADTEC has generated investments of nearly $23 million in an effort to boost local economies by preparing the workforce through the development of industry driven curriculum, educational pathways and training capacity building efforts. Additionally, EACC recently renovated a 5,600 square foot area for a new Technology Center to house the Advanced Manufacturing Technology, Applied Engineering, Drafting, and Industrial Maintenance Technology programs. In the last three years, EACC has obligated approximately $420,000 of Title III funds to improve technology for career and technical education programs and for the training of faculty members on the new technology.
EACC is purposing to use partial Perkins funds to improve and expand the Allied Health Department. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment and provide advising and instruction for the existing programs of study as two new degree programs are introduced through Title III and institutional funds to meet the growing demand for healthcare occupations.
EACC is purposing to use partial Perkins funds to expand the Allied Health Department which serves 22% of the students on campus. This proposal is a significant scope of engagement while we better evaluate our students’ needs and requirements in CTE programs for future application of funds.
Through EACC’s Career Pathways Program, 25% of students classified as special populations are provided employability training and certification. The training is contextualized based on the student’s interest in a high-skill, high wage, or high demand occupation. The Pathways program has graduated 36 students and has an 87% retention rate.
28% of students classified as special populations are enrolled in allied health programs. EACC is purposing to use partial Perkins funds to improve and expand the Allied Health Department. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment and provide advising and instruction for the existing programs of study as two new degree programs are introduced through Title III and institutional funds to meet the growing demand for healthcare occupations.
Permissive Use of Funds
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.)
EACC personnel have been trained in KeyTrain® and WorkKeys® through the Department of Workforce Education.
KeyTrain® is a comprehensive training system developed specifically for ACT's WorkKeys® Employment system. The WorkKeys® system provides a common, objective language for discussing work-place skill. It includes 3 components:
(1) Assessments measure students' skill levels
(2) Profiles measure job requirements
(3) Targeted instruction builds the students' skill levels to meet the job requirements.
WorkKeys® accesses the following skill areas: Reading for Information, Applied Mathematics, Locating Information, Applied Technology, Writing, Listening, Observation and Teamwork.
c) 3P1-Student Retention and Transfer
EACC is purposing to use partial Perkins funds to expand the Allied Health Department which serves 22% of the students on campus. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment and provide advising and instruction for the existing programs of study as two new degree programs are introduced through Title III and institutional funds to meet the growing demand for healthcare occupations. The two faculty members will place special emphasis on special population and non-traditional recruitment.
d) 4P1-Student Placement
EACC has a placement program in place through student services and career and technical programs also provide placement assistance through job fairs and internships.
e) 5P1-Nontraditional Participation
Both ADTEC and Title III grants fund program recruiter / coordinators which are responsible for promoting Advanced Manufacturing (Female Non-Traditional), Applied Engineering (Female Non-Traditional) and Information Technology (Female Non-Traditional), all of which are classified as nontraditional fields according to www.adheperkins.com/excel/cte_crosswalk.xls.
EACC is purposing to use partial Perkins funds to improve and expand the Allied Health Department which houses six male non-traditional programs of study. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment through targeted non-traditional recruitment efforts and provide advising and instruction.
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 EastArk Secondary Career Center (ESCC) was established in 2004, through a collaborative effort of EACC, area school districts, and the Arkansas Department of Workforce Education. The Center provides area high school students with the opportunity to pursue career and technical programs and earn college credit while in high school. The aligned curriculum serves as an extension of the high school offerings by providing students with hands-on training in technical fields. The Center serves students from six area high schools and offers six programs of study at two different EACC sites (Forrest City and Wynne). The Center is anticipated to double enrollment in the fall of 2007.
Secondary Career Center Programs of Study: Webpage Design (11.0801), Medical Professions (26.999), Advanced Manufacturing (48.0501), Criminal Justice (43.0104) , Hospitality (52.0901) and Lodging (52.1905)
In addition, the National Science Foundation awarded the Arkansas Delta Training and Education Consortium (ADTEC) $916,606 grant to create the Arkansas Delta Science, Technology, Engineering and Mathematics Expansion Program (ADSTEP) of which EACC will receive approximately $150,000. The funds are dedicated creating career pathways in advanced manufacturing and information technology (aligned with industry requirements) and on creating a model of how community colleges, in partnership with a university and local school districts, can provide a systemic solution to the historic under representation of minorities in the STEM fields. The ADSTEP education pathways will allow students to pursue certification beginning in high school and to continue their technical educational path to earn an associate degree and ultimately a bachelor or applied science offered by the University of Arkansas at Ft. Smith through the local University Center.
In 2006, the Director of Secondary Outreach position was created in order to intensify EACC’s involvement with the area secondary institutions. In addition to the Secondary Career Center, EACC has worked to increase concurrent credit enrollment by partnering with Wynne Public Schools to offer a two-year / 32-hour pre-engineering program which allows for complete transfer into the EACC Applied Engineering Degree program. EACC also coordinates class offerings and schedules with each school’s needs. Additionally, EACC career and technical faculty members have been assigned to teach college level courses at multiple sites including high school campuses.
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.
The necessary technical and academic skills of the CTE students are determined by their respective industrial advisory committees. Those skills are prioritized and coordinated with the academic standards of the college through collaborations between the industrial advisory committee and the faculty. Once the collaboration between advisory committee and faculty have determined the curricula (or revised curricula) needed, the department chairs present the program or changes to the Academic Standards Committee for review and approval. The Academic Standards Committee reviews the proposals to ensure that all programs meet the minimum standards established by the college and state. Once the program or revisions has been approved, the college recognizes that every group of students is different. Therefore, each CTE faculty is given the lead role in determining the best pedagogical methods to accomplish the needed skills improvements within their classes.
To ensure continuous improvement, each department evaluates their courses on an annual basis. Institutionally, the Student Learning Committee has created a matrix used throughout the EACC campus to assess the learning objectives of every course and link those objectives to the mission of the college. Through the use of that matrix, EACC evaluates the academic and technical objectives of the courses and whether those objectives meet the need of area industries as well as whether the state academic standards are met.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Students gain an understanding of industry while receiving hands on experience through the internship requirement that is part of the majority of CTE degree programs including business technology, criminal justice and allied health. Also, advisory committees including personnel from area business and industry are utilized to ensure the career and technical program curriculum is designed to realistically prepare students for future employment.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Professional development for all EACC faculty and professional staff are provided in a variety of ways. On-campus professional development is provided through workshops, presentations, and other activities. The activities cover topics from classroom record keeping to pedagogical techniques. Special topics for departmental or subject issues are sometimes addressed when needed. Off-campus professional development is provided in the form of conferences, workshops, and/or instructional meetings. Some of the off-campus activities are addressed through the Professional Development Committee, a committee that determines the allocation of campus professional development funds. While some of the off-campus activities are funded through departmental funds. Off-campus activities range from instructors from different colleges meeting and comparing notes (as with the Advanced Manufacturing Technology program) to national conferences and workshops.
The goal of the EACC professional development in the future will remain to provide the most comprehensive professional development possible within the means of the college. We will continue to evaluate the needs of the faculty and staff to determine the most efficient methods of providing professional development for CTE personnel as well as all EACC faculty and staff.
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.
The necessary technical and academic skills of the CTE students are determined by their respective industrial advisory committees. Those skills are prioritized and coordinated with the academic standards of the college through collaborations between the industrial advisory committee and the faculty. Once the collaboration between advisory committee and faculty have been determined the curricula (or revised curricula) needed, the department chairs present the program or changes to the Academic Standards Committee for review and approval. The Academic Standards Committee reviews the proposals to ensure that all programs meet the minimum standards established by the college and state. Once the program or revisions have been approved, the college recognizes that every group of students is different. Therefore, each CTE faculty is given the lead role in determining the best pedagogical methods to accomplish the needed skills improvements within their classes.
To ensure continuous improvement, each department evaluates their courses on an annual basis. Institutionally, the Student Learning Committee has created a matrix used throughout the EACC campus to assess the learning objectives of every course and link those objectives to the mission of the college. Through the use of that matrix, EACC evaluates the academic and technical objectives of the courses and whether those objectives meet the need of area industries as well as whether the state academic standards are met.
During the multiple recruitment events throughout the academic year, information in the form of brochures and flyers are provided for parents, students, and the community in general regarding our technical programs. Events include, but are not limited to, College Nights, Community Fairs, Parent Orientations, Store Front Campaign Sites, regular class visits, Dislocated Worker Education Fairs, TAA Training Meetings, County Fairs, and etc.
To ensure the secondary counselor’s are up to date on the latest career and technical offerings, EACC Student Affairs sponsors an annual Counselor’s Day event for area high school counselors to apprise them of various technical and industrial academic programs. In addition, various community and business leaders are also present to provide information concerning the practical aspects of gaining employment in technical and industrial occupations.
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.
EACC is purposing to use partial Perkins funds to expand the Allied Health Department which serves 22% of the students on campus. This proposal is a significant scope of engagement while we better evaluate our students’ needs and requirements in CTE programs for future application of funds.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
To ensure continuous improvement, each department evaluates their courses on an annual basis. Institutionally, the Student Learning Committee has created a matrix used throughout the EACC campus to assess the learning objectives of every course and link those objectives to the mission of the college. Through the use of that matrix, EACC evaluates the academic and technical objectives of the courses and whether those objectives meet the need of area industries as well as whether the state academic standards are met.
In effort to increase evaluation capacity, EACC proposes to utilize partial Perkins funding to upgrade the campus student information software to enhance statistical tracking capabilities and document tracking as well as improve Campus Connect capabilities for student interaction.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Through EACC’s Career Pathways Program, 25% of students classified as special populations are provided employability training and certification. The training is contextualized based on the student’s interest in a high-skill, high wage, or high demand occupation. The Pathways program has graduated 36 students and has an 87% retention rate.
28% of students classified as special populations are enrolled in allied health programs. EACC is purposing to use partial Perkins funds to improve and expand the Allied Health Department. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment and provide advising and instruction for the existing programs of study as two new degree programs are introduced through Title III and institutional funds to meet the growing demand for healthcare occupations.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
Both ADTEC and Title III grants fund program recruiter / coordinators which are responsible for promoting Advanced Manufacturing (Female Non-Traditional), Applied Engineering (Female Non-Traditional) and Information Technology (Female Non-Traditional), all of which are classified as nontraditional fields according to www.adheperkins.com/excel/cte_crosswalk.xls.
EACC is purposing to use partial Perkins funds to improve and expand the Allied Health Department which houses six male non-traditional programs of study. By partially funding two allied health faculty members salaries, the department will be better equipped to expand enrollment through targeted non-traditional recruitment efforts and provide advising and instruction.
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.
All students in career and technical programs are offered comprehensive advising, counseling, and career planning assistance. CTE students also attend New Student Orientation wherein they are exposed to the various occupational possibilities in related fields and have the opportunity to attend workshops focusing on goal-setting, financial planning, overcoming math anxiety, and motivation.
In addition, the National Science Foundation awarded ADTEC $916,606 grant to create the Arkansas Delta Science, Technology, Engineering and Mathematics Expansion Program (ADSTEP) of which EACC will receive approximately $150,000. Locally, the funds are dedicated to hiring a STEM recruiter and counselor with the overall goal of creating career pathways in advanced manufacturing and information technology (aligned with industry requirements) and on creating a model of how community colleges, in partnership with a university and local school districts, can provide a systemic solution to the historic under representation of minorities in the STEM fields. The ADSTEP education pathways will allow students to pursue certification beginning in high school and to continue their technical educational path to earn an associate degree and ultimately a bachelor or applied science offered by the University of Arkansas at Ft. Smith through the local University Center.
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.
Arkansas Delta Training and Education Consortium (ADTEC) generated grants and Title III funding have provided capacity building for extensive recruitment and hiring of CTE faculty, recruiters and academic counselors. The grants have also allowed for numerous training, certifications and professional development activities. In addition, the National Science Foundation awarded ADTEC $916,606 grant to create the Arkansas Delta Science, Technology, Engineering and Mathematics Expansion Program (ADSTEP) of which EACC will receive approximately $150,000. Locally, the funds are dedicated to hiring a STEM recruiter and counselor with the overall goal of creating career pathways in advanced manufacturing and information technology (aligned with industry requirements) and on creating a model of how community colleges, in partnership with a university and local school districts, can provide a systemic solution to the historic under representation of minorities in the STEM fields. The ADSTEP education pathways will allow students to pursue certification beginning in high school and to continue their technical educational path to earn an associate degree and ultimately a bachelor or applied science offered by the University of Arkansas at Ft. Smith through the local University Center.
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.
In effort to increase data collection capabilities, EACC proposes to utilize partial Perkins funding to train staff on new and existing student information software to enhance statistical tracking capabilities and document tracking as well as improve Campus Connect capabilities for student interaction.
