3. Describe the process used to develop the local transition plan.
The primary members of the local transition team are Dr. Barbara Baxter, Executive Vice President, and Dr. Callie Dunavin, Director of Institutional Effectiveness and Grants Management, who also serves as Perkins Coordinator. Other personnel who are involved are Lynne Sharp, Dean of Learning and Instruction; Sandy Cobb, Dean of Instructional Technology; Jackie Brubaker, Director of Financial Aid; and Leslie Anderson, Registrar. There has been turnover in the position of Career Pathways Coordinator, but when that position has been filled, he/she will become involved since there is so much commonality in the student population and performance measurements related to Career Pathways and Perkins. Various one-on-one discussions, email communication, and small group meetings have been used to obtain input regarding Perkins’ objectives and activities during and after the transition year.
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
Mid-South Community College offers associate degree, technical certificate, and certificate of proficiency programs to meet student and community needs. Courses included in each program address general education knowledge as well as behaviors needed for good citizenship and successful careers. Program goals and course objectives are listed on each course syllabus to inform students in advance about course content so that they can better relate their college studies to their personal educational and career goals. Faculty have developed performance rubrics to measure attainment of general education outcomes as well as course objectives.
General Education Learning Outcomes
Mid-South Community College is committed to serving the educational needs of the Arkansas Delta. While the College provides college transfer and employment-related education to meet the pressing short and long-term needs of its diverse student body, it also recognizes the critical role of general education in preparing students for the demands of the workplace, personal growth, and civic responsibility.
In order to provide certificate and degree-seeking students with the communication, analytical, interpersonal, and adaptive skills necessary to meet the challenges of a constantly changing world, the faculty and administration of MSCC require a coherent body of courses in English, speech, mathematics, history, social sciences, and computer fundamentals.
MSCC faculty require reading, writing, research, and oral communication activities in all credit courses, including CTE courses, to help students strengthen critical communication, critical thinking, and information processing skills. In addition, the faculty have developed, and continue to expand, an assessment program to measure student growth in general education knowledge and skills both within the classroom. The Arkansas Assessment of General Education test, which has been used in the past to measure general education outcomes will be replaced by WorkKeys assessments as of the fall of 2007. Whether students expect to enter the workforce or transfer upon program completion at MSCC, all will benefit from an assessment of skills in relation to accepted workplace standards.
The MSCC general education curriculum provides the means by which associate degree students will accomplish the following outcomes. As part of the College’s academic assessment program, faculty have identified descriptors which clarify how outcomes are measured. Rubrics have been developed to measure these GEOS with consistency across the curriculum.
Communicate effectively in standard, edited American English.
• Use appropriate grammar, usage, syntax, and when writing, punctuation, and spelling.
• Logically organize and develop ideas.
• Provide an appropriate introduction and conclusion
• Provide main points that are well developed and clear.
• When speaking, use appropriate gestures, movement, and eye contact to give a poised and professional presentation.
Solve problems using mathematical skills appropriate to the tasks.
• Demonstrate understanding of the math by choosing the correct procedure and showing the steps to problem solution.
• Solve problems without error.
• Successfully apply mathematical concepts and skills across the curriculum and to practical life/work situations.
Develop habits, ethics, and interpersonal skills to work effectively and fairly with individuals and teams of people with personal and cultural differences.
• Demonstrate an ability to collaborate with others in order to plan and complete a team project.
• Work ethically and fairly with others regardless of personal or cultural differences.
• Behave professionally by setting goals and priorities, upholding responsibilities, and making reasoned decisions.
• Set priorities and manage time effectively in accordance with priorities.
• Demonstrate initiative.
• Follow organizational policies and procedures.
• Demonstrate promptness and regular attendance.
Use common computer applications to locate, communicate, process, and store information.
• Demonstrate basic computer and operating system skills.
• Perform core application tasks within computer software packages, such as Word, Power Point, and Excel.
• Use a search engine and electronic databases to access, navigate, and evaluate information on the Internet.
• Communicate effectively using email and/or online discussion forums.
MSCC has implemented a workplace ethics curriculum that will be integrated into both CTE courses and general education courses. MSCC is also participating in a pilot program through ADHE to use Key Train software in support of developing contextualized curricula and learning strategies that enable students to achieve general education learning outcomes within the framework of their technical courses. Additionally, MSCC’s CPI program is also contextualizing developmental/general education curriculum for Career Pathways programming.
There are five programs of study currently offered through MSCC’s secondary Technical Center that are aligned with the College’s curriculum.
150613 Advanced Manufacturing (Manufacturing Technology/Technician)
111004 Certified Internet Web Professional (CIW) (Web/Multimedia Management and Webmaster)
140901 Computer Engineering (Computer Engineering)
470605 Diesel Technology (Diesel Mechanics Technology/Technicians)
100202 Radio/TV Broadcasting (Radio/TV Broadcasting Technology/Technician)
Students who participate in these programs earn concurrent high school and college credit. The number of college credit hours varies per program, with students minimally able to earn 12 college credit hours and as many as 24 college credit hours. The programs are two years in length, and students who enroll in the Technical Center as high school juniors and persist through the end of their senior year will earn a Certificate of Proficiency (CP) in the relevant program of study. The CP is the same credential as that earned by college students and is based on the same program and academic requirements. The Technical Center students can then enroll at MSCC after high school graduation and already be on a career pathway which also includes the Technical Certificate (TC) and Associate of Applied Science Degree (AAS).
The career pathway will be further aligned through the baccalaureate degree through the Bachelor of Applied Science (BAS) Degree, which is being offered by the University of Arkansas – Fort Smith on MSCC’s campus beginning Fall 2007. The BAS Degree articulates with the AAS Degree and can be adapted to any program of study except those related to allied health.
A sixth program, Medical Professions Education, also allows Technical Center students the opportunity to earn concurrent credit in courses that are required for the nursing program and the CP in Medical Transcription. The program is currently not completely aligned in that students do not receive a CP at the end of two years. However, upon completion of the program, students are qualified to sit for the Certified Nursing Assistant (CNA) examination, a credential which has become a requirement for entrance into the nursing program. MSCC plans to implement a certificate of proficiency in pre-nursing and submit a proposal to ADHE for a technical certificate in Allied Health during the 2007-2008 academic year.
511614 Medical Professions Education (Nurse/Nursing Assistant/Aide and Patient Care Assistant)
The ADWIRED grant will provide funds for MSCC to hire a Workforce Success Counselor, whose primary responsibility will be to develop industry connections for work-based learning experiences that will be incorporated into various CTE programs.
Currently, internships are being developed for Advanced Manufacturing, Computer Engineering, Diesel Technology, Media Broadcasting, and CIW, and clinicals are included in the allied health curriculum (includes Technical Center Medical Professions Education students). Medical Professions students also participate in job shadowing related to various medical professions. This supports the linkage between secondary and postsecondary by inspiring interest in these high school students to persist on an allied health-related career pathways through postsecondary education. The use of guest speakers is included in all CTE programs. Industry tours and panel events are also included as appropriate.
State economic development funds through ADHE are being used to purchase a manufacturing simulation laboratory for the Advanced Manufacturing program.
MSCC places a high priority on faculty use of instructional technology as well as ensuring that faculty meet minimum standards in computer literacy. All full-time faculty are assessed for a computer literacy baseline. Anyone who scores less than 70% in Word, Excel, or PowerPoint is required to complete the course Computer Fundamentals for Faculty. The Instructional Technology Department provides a minimum of ten face-to-face workshops per semester , and there are several self-paced workshops available online via Blackboard. The online workshops include active learning, classroom assessment techniques, assessment, mastery learning, etc. in addition to a technical skill emphasis.
In addition, all full-time faculty are expected to participate in a minimum of four professional development workshops per year, with most usually participating in technology-based workshops.
All full-time faculty are required to fully use Blackboard in their courses; adjunct faculty are encouraged to at least use the gradebook and to post syllabi and learn these skills through targeted workshops. MSCC also supports faculty in the development of online and hybrid courses, which are often developed because of instructor interest and student demand.
Workshops are held for new full-time faculty and adjunct faculty that ensure they know how to access the Internet, check and send email, and add attachments to email. The primary communication method outside of class between faculty and students is by institutional email, so all parties are provided with instruction regarding this application.
All CTE courses require the use of program-related technology and equipment; instructors participate in vendor training as appropriate and skill standards are embedded into course objective as student learning outcomes.
All students are required to complete a course in Computer Fundamentals, unless they demonstrate proficiency through a test-out procedure. Students are also assessed in technology proficiency after attaining 30 credit hours in Blackboard, email, email attachments, and research applications.
MSCC’s General Education Outcomes (GEOs) described in 4a contain a Technology GEO that focuses on the application of technology as a student learning outcome for all CTE and general education students.
Use common computer applications to locate, communicate, process, and store information.
• Demonstrate basic computer and operating system skills.
• Perform core application tasks within computer software packages, such as Word, Power Point, and Excel.
• Use a search engine and electronic databases to access, navigate, and evaluate information on the Internet.
• Communicate effectively using email and/or online discussion forums.
MSCC has a comprehensive faculty professional development program, which encompasses a variety of issues relevant to CTE as well as general education. The Dean of Learning and Instruction conducts regularly scheduled B.E.S.T. meetings (Building Excellence and Sharing Together) to address teaching and learning issues. Topics include curriculum revision methods, formative and summative assessment of learning, motivating students in learning, making learning applicable for future employment and real life situations, and learning theory and techniques. Faculty participate in the Great Teachers Workshop in August each year. The Dean of Learning and Instruction is also developing a series of workshops based on A Framework for Understanding Poverty by Dr. Ruby Payne, which student support services personnel will also participate in.
Instructors are expected to stay current within their respective industries and to maintain certification and licensures. Instructors in the new Advanced Manufacturing program have received vendor training on all industrial equipment used in the program MSCC is pursuing NATEF certification in Diesel Technology to begin in Fall 2007.
MSCC administers numerous surveys that include evaluation elements related to CTE programs. Some are administered semesterly/annually and others are administered on a rotating schedule. These surveys include the Noel-Levitz Student Satisfaction Survey, the Graduate Survey, the Alumni Survey, Employer Survey, Student Evaluation of Instruction, and the National Community College Benchmarking Survey. MSCC also participates in program review through ADHE with specified programs evaluated on an approximately 3-year cycle and is on a 10-year accreditation cycle.
With the guidance of the Dean of Instruction and Learning, faculty and program coordinators engage in course-level assessment throughout the year. Artifacts, rubrics, surveys, and CATs (classroom assessment techniques) are some of the methods used to determine whether students are attaining course-level objectives. This data is presented in MSCC’s Annual Assessment Report.
MSCC has invested approximately $10 million in a new, state-of-the-art Workforce Technology Center, which houses many of the CTE programs. Millions of dollars have been invested in industry-specified equipment to support the Advanced Manufacturing and Diesel Technology programs, with funding from the Delta Regional Authority, the Arkansas Department of Workforce Education, the U.S. Department of Labor, and the U.S. Department of Education (Title III Strengthening Institutions grant) being used for the purchase of high-tech, cutting-edge equipment. The Workforce Technology Center also contains wireless computer laboratories, smart boards, data projection systems, and mobile laptop technology.
MSCC is now currently constructing a new $7,000,000 Information Technology building, which will house the CIW, Cisco, and Computer Engineering programs.
Advanced Manufacturing is a new program recently added to develop a skilled workforce for the automotive/advanced manufacturing industries that are emerging in eastern Arkansas.
MSCC’s institutional technology plan ensures a five-year rotation plan for the replacement of computers and peripheral equipment.
MSCC initiated a new marketing campaign in 2006-07 that targets increased enrollment in CTE programs, with a goal of doubling enrollments in 2007-08 in Technical Center programs, which puts more students in the pipeline as potential college CTE students.
MSCC is a Phase II Career Pathways Initiative (CPI) institution. CPI is the primary vehicle for preparing special populations who are enrolled in CTE programs for high skill, high wage, and high demand occupations. Staff includes a dedicated counselor and job placement specialist. The following Career Pathways programs are offered at MSCC:
AAS, Business Technology, Applications Specialist
Administrative Office Specialist
Advanced Manufacturing
Certified Nursing Assistant
Childcare and Early Childhood Development
Certified Internet Web Professional (CIW)
Emergency Medical Technician (EMT)
Heavy Truck Diesel Maintenance
Industrial Maintenance
Cisco Network Professional (CCN)
Microcomputer Upgrade and Repair
Medical Transcription
Cisco Network Associate (CCNA)
Truck Driving
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.)
MSCC plans to use its 2007-08 Perkins funds to help build the data accountability structure required to meet state and local levels of performance. The transitional year will be used (1) to research and identify a software application that can be customized to track the core indicators and/or (2) to subsidize the salary of a data technician who can help to create the database, work with the MSCC registrar to maximize the use of Colleague in tracking Perkins data, and enter existing data and generate reports that will populate the tracking fields and allow assessment of core indicator attainment.
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.
There are five programs of study currently offered through MSCC’s secondary Technical Center that are aligned with the College’s curriculum.
150613 Advanced Manufacturing (Manufacturing Technology/Technician)
111004 Certified Internet Web Professional (CIW) (Web/Multimedia Management and Webmaster)
140901 Computer Engineering (Computer Engineering)
470605 Diesel Technology (Diesel Mechanics Technology/Technicians)
100202 Radio/TV Broadcasting (Radio/TV Broadcasting Technology/Technician)
Students who participate in these programs earn concurrent high school and college credit. The number of college credit hours varies per program, with students minimally able to earn 12 college credit hours and as many as 24 college credit hours. The programs are two years in length, and students who enroll in the Technical Center as high school juniors and persist through the end of their senior year will earn a Certificate of Proficiency (CP) in the relevant program of study. The CP is the same credential as that earned by college students and is based on the same program and academic requirements. The Technical Center students can then enroll at MSCC after high school graduation and already be on a career pathway which also includes the Technical Certificate (TC) and Associate of Applied Science Degree (AAS).
The career pathway will be further aligned through the baccalaureate degree through the Bachelor of Applied Science (BAS) Degree, which is being offered by the University of Arkansas – Fort Smith on MSCC’s campus beginning Fall 2007. The BAS Degree articulates with the AAS Degree and can be adapted to any program of study except those related to allied health.
A sixth program, Medical Professions Education, also allows Technical Center students the opportunity to earn concurrent credit in courses that are required for the nursing program and the CP in Medical Transcription. The program is currently not completely aligned in that students do not receive a CP at the end of two years. However, upon completion of the program, students are qualified to sit for the Certified Nursing Assistant (CNA) examination, a credential which has become a requirement for entrance into the nursing program. MSCC plans to implement a certificate of proficiency in pre-nursing and submit a proposal to ADHE for a technical certificate in Allied Health during the 2007-2008 academic year.
511614 Medical Professions Education (Nurse/Nursing Assistant/Aide and Patient Care Assistant)
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.
MSCC is participating in a pilot program through ADHE to use Key Train software in support of developing contextualized curricula and learning strategies that enable students to achieve general education learning outcomes within the framework of their technical courses/career pathways.
Each course uses a common syllabi, laboratory exercises, and exams.
MSCC’s General Education Outcomes are evaluated annually and program assessment techniques previously described will be used as a basis for program improvement and faculty development.
Input is solicited from industry regarding curriculum development and program requirements for CTE courses and programs. MSCC is moving toward including industry certification in program areas where such certifications are available. Two DACUM processes with input from regional industry were conducted as part of the curriculum development for Advanced Manufacturing and mapped to the Manufacturing Skills Standards Council’s (MSSC’s) national database of skill standards, which is aligned with an industry certification. A similar process is being undertaken through the National Science Foundation MATTEC grant to create a national set of skills standards in targeted areas of Transportation, Distribution, and Logistics (TDL). These skills standards will be validated by the TDL industry and will comprise the basis for curriculum development for a career pathway in TDL, to begin in the secondary Technical Center and extend through a variety of certificates and degrees, including the Bachelor of Applied Science degree. Information systems curricula include Cisco, CIW, and A+, all of which are aligned with industry certifications. Industry certification is built into the CIW curriculum, and Cisco and A+ prepare students for the respective industry certification exams. MSCC also offers numerous certificate programs that lead to CNA, EMT, CDL, etc. certifications/licensures. Diesel Technology students are required to take certification exams in diesel technology, and as MSCC moves toward NATEF certification, they will be taking ASE certification exams.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
The ADWIRED grant will provide funds for MSCC to hire a Workforce Success Counselor, whose primary responsibility will be to develop industry connections for work-based learning experiences that will be incorporated into various CTE programs.
Currently, internships are being developed for Advanced Manufacturing, Computer Engineering, Diesel Technology, Media Broadcasting, and CIW, and clinicals are included in the allied health curriculum (includes Technical Center Medical Professions Education students). Medical Professions students also participate in job shadowing related to various medical professions. This supports the linkage between secondary and postsecondary by inspiring interest in these high school students to persist on an allied health-related career pathways through postsecondary education. The use of guest speakers is included in all CTE programs. Industry tours and panel events are also included as appropriate.
State economic development funds through ADHE are being used to purchase a manufacturing simulation laboratory for the Advanced Manufacturing program.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
MSCC has a comprehensive faculty professional development program, which encompasses a variety of issues relevant to CTE as well as general education. The Dean of Learning and Instruction conducts regularly scheduled B.E.S.T. meetings (Building Excellence and Sharing Together) to address teaching and learning issues. Topics include curriculum revision methods, formative and summative assessment of learning, motivating students in learning, making learning applicable for future employment and real life situations, and learning theory and techniques. Faculty participate in the Great Teachers Workshop in August each year. The Dean of Learning and Instruction is also developing a series of workshops based on A Framework for Understanding Poverty by Dr. Ruby Payne, which student support services personnel will also participate in.
Instructors are expected to stay current within their respective industries and to maintain certification and licensures. Instructors in the new Advanced Manufacturing program have received vendor training on all industrial equipment used in the program MSCC is pursuing NATEF certification in Diesel Technology to begin in Fall 2007.
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.
Each CTE program has an industry advisory committee that meets twice a year to provide input into program delivery, including curriculum review, equipment and skill updates based on industry standards, and emerging trends.
Industry representatives have participated in DACUM processes to identify competencies and skills standards that are the basis of curriculum development. In particular, industry representatives for Advanced Manufacturing meet with program personnel and administration on a quarterly basis in order to receive program updates and to provide input into the development of the Advanced Manufacturing program.
With the addition of the Workforce Technology Center, tours and demonstrations have been given to school boards; high school administrators, faculty, and counselors; industry representatives; legislators; government officials; media; and the general public.
MSCC also conducts internal training to inform staff about new and existing programs, especially targeting recruiters and counselors who disseminate program information. MSCC also disseminates program information on its cable TV channel that airs to the community.
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.
MSCC initiated a new marketing campaign in 2006-07 that targets increased enrollment in CTE programs, with a goal of doubling enrollments in 2007-08 in Technical Center programs, which puts more students in the pipeline as potential college CTE students.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
MSCC administers several surveys each year in an ongoing effort to improve services and provide a learning environment that is relevant and facilitates students in reaching their goals. MSCC administers numerous surveys that include evaluation elements related to CTE programs. Some are administered by semesterly/annually and others are administered on a rotating schedule. These surveys include the Noel-Levitz Student Satisfaction Survey, Graduate Survey, Alumni Survey, Employer Survey, Student Evaluation of Instruction, and the National Community College Benchmarking Survey. MSCC also participates in program review through ADHE with specified programs evaluated on an approximately 3-year cycle and is on a 10-year accreditation cycle.
With the guidance of the Dean of Instruction and Learning, faculty and program coordinators engage in course-level assessment throughout the year. Artifacts, rubrics, surveys, and CATs (classroom assessment techniques) are some of the methods used to determine whether students are attaining course-level objectives. This data is presented in MSCC’s Annual Assessment Report.
MSCC also has a unique productivity tool that measures degree of attainment regarding operational goals, including CTE programming.
Fields will be included in the tracking database to designate special populations and then ensure that attainment, satisfaction, etc. are analyzed etc. by this designation in addition to other demographic breakdowns.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
MSCC is an open-access institution with published non-discriminatory statements, and we do not ask for identifying information prior to enrollment. Disability services are offered through the Learning Success Center and counseling and support are offered through our TRIO programs (EOC and SSS) as well as through CPI.
Fields will be included in the tracking database to designate special populations and then ensure that attainment, satisfaction, etc. are analyzed etc. by this designation in addition to other demographic breakdowns.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
MSCC will create recruitment material promoting preparation for nontraditional fields, to include brochures, flyers, non-traditional presentations and panels, non-traditional inserts into MSCC publications, and the airing of non-traditional videos on the MSCC cable channel.
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.
This will be accomplished through a combination of strategies. The Workforce Success Counselor, identified in 4-c, will work directly to create linkages between students and industry, thus providing opportunities for work-based learning and related career guidance. The CPI counselor will provide academic counseling and career guidance to Perkins students who are also CPI students. MSCC also provides a Career Counseling Center in its Learning Success Center which provides workshops for successful job-entry, job placement services, and Coordinator of Career Services, whose services will be available to all MSCC students but who will also be an additional resource for CTE students. A National Science Foundation grant titled, “Arkansas Delta Science, Technology, Engineering, and Mathematics Talent Expansion Project (ADSTEP),” is providing funds for a dedicated counselor who will identify STEM students in high school, facilitate early enrollment into a STEM discipline, and mentor them through college. While ADSTEP includes students who are interested in math, science, etc., it also includes students who want to pursue technology-based careers, many of whom will be Perkins students. The objective of ADSTEP is to create more STEM graduates by putting high school students on a STEM career/academic pathway while in high school and providing support to help them persist through degree completion.
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.
MSCC has hired several instructors from industry, including industry advisory committees, and provides professional development support to help them learn the academic and instructional methods needed to facilitate effective learning and instruction. MSCC also has a diverse faculty and staff, supporting gender, race, ethnicity, and disability demographics. Full-time faculty are also recruited from the adjunct faculty pool, and MSCC’s super adjunct program pays stipends to adjuncts to encourage engagement in workshop and college activities. MSCC also pays for instructor certifications in defined situations.
17. Describe how funds will be distributed among consortium members, if appropriate.
NA
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
MSCC plans to use its 2007-08 Perkins funds to help build the data accountability structure required to meet state and local levels of performance. The transitional year will be used (1) to research and identify a software application that can be customized to track the core indicators and/or (2) to subsidize the salary of a data technician who can help to create the database, work with the MSCC registrar to maximize the use of Colleague in tracking Perkins data, and enter existing data and generate reports that will populate the tracking fields and allow assessment of core indicator attainment. Fields will be included in the tracking database to designate special populations and then ensure that attainment, satisfaction, etc. are analyzed etc. by this designation in addition to other demographic breakdowns.
