3. Describe the process used to develop the local transition plan.
The local transition plan team at Pulaski Technical College is comprised of administrators, faculty and staff for the college, including all departments that affect student performance and departments that collect and report data required by Perkins. Representatives on the local transition plan team are:
Amy Baldwin, Professional Development Coordinator
Kris Burford, Director of Financial Aid
Rhonda Carroll, Director of the Learning Assistance Center
Joseph Cole, Dean of Fine Arts and Humanities
David Durr, Dean of Information Technology
Augusta Farver, Dean of Business
Ann Fellinger, Chairman of College Studies
Purnell Henderson, Vice President for Instruction
Cindy Harkey, Vice President for Student Services
Rashunda Johnson, Dean of Education and Academic Success
Carol Langston, Vice President for Advancement and Executive Assistant to the President
Melissa Myers, Grants Officer
Dr. Peggy Peterson, Title III Director
Ben Rains, Dean of Math and Sciences
Mike Sneed, Dean of Technical and Industrial Education and Perkins Coordinator
Beth Trafford, Director of Counseling and Advisement Services
The team met for a total of six meetings over two months to review the requirements of the plan, provide information for the local transition plan and review the plan to ensure that it covered all elements of Perkins IV and described all Pulaski Tech activities to address Perkins IV.
4. Describe how career and technical education programs will be carried out using activities designated as required and permissive use of funds.
Required Use of Funds
All technical certificates and Associate of Applied Science degrees at Pulaski Technical College include an academic component of at least six hours. The academic component includes math and communications courses. Some students in CTE courses are required to complete introductory Information Technology courses.
The Learning Assistance Center will coordinate supplemental instruction in certain technical areas with the possibility of expanding during the Perkins IV cycle.
At this time, CTE students are not required to take developmental courses unless they are enrolled in an AAS program and score below a 19 on the ACT. Pulaski Tech will use the transition year to study the feasibility of requiring all CTE students who score at low levels on ACT or the COMPASS placement test to take developmental courses.
Pulaski Tech will develop Learning Communities, which will integrate academic and CTE programs by linking an academic course, a CTE course and a Career Seminar course, all taught by a collaborating team of instructors. Students will be co-enrolled in the three courses. Faculty training and curriculum development will begin in Fall 2007 and a pilot Learning Community will be offered Spring 2008, with the expectation that Learning Communities will be offered in several career areas in Fall 2008 and following. The Learning Assistance Center will offer tutoring in the core courses to promote grade attainment and retention.
Learning Communities link two or three courses that students typically take in their first college year or that provide different approaches to a common theme. By taking the same classes, Learning Community students meet new people, make new friends, form study groups, participate in group discussion and get to know faculty. Research shows that the more connections students make to each other and the college, the better they do academically and the more they enjoy their college experience.
Students who participate in Learning Communities:
• Earn higher grades
• Return for the next term at higher rates
• Are more intellectually mature
• Relate college learning to larger personal and global questions
• Are more involved with other students and the campus
• Are more responsible for both their learning and the learning of others
• Report greater overall satisfaction with the college experience
• Complete their degrees more quickly.
Pulaski Technical College will also develop a new Career Seminar course designed to meet the specific needs of CTE students in different fields. The primary focus of the course will be to support program offerings that prepare students for employment in high skill, high wage, high demand occupations.
During the transition year, the College Studies department will research whether the Career Seminar course should be non-credit or credit, an elective or required and/or offered as a Summer and Winter Institute course (a two or three-week course over the summer or Christmas break).
The new course will be designed specifically with Perkins concentrators in mind and will focus on:
• Integrating academics with CTE
• Preparing all students, including special populations, for employment in high skill, high wage, high demand occupations
• Using technology
• Providing in-class career guidance and counseling in conjunction with Career and Assessment Specialist
• Providing business and education partnerships
• Providing mentoring and support services
An assessment plan will be created as part of the development of this course. Faculty will attend professional training, to include assessment strategies, prior to teaching the course. A pilot course will be taught in Spring 2008. Content will include:
1. Career exploration, to include completion of Kuder, DISCOVER or Key Train
2. Constructing a résumé, writing a cover letter and writing thank you letters
3. Interviewing skills, to include a mock interview
4. Professional appearance, to include a “dress for success” session
5. Networking skills
6 Professional etiquette, to include a business dinner
7. Service learning component (internships on campus or in the field)
8. What employers want: Professionals from specific fields speak to classes
9. Exploring possibilities at the bachelor degree level
10. Writing and speaking skills for the world of work.
Other activities that will support this course include:
1) Student organizations, interest groups and co-curricular activities based on career choices, and activities to allow students to network with people in the field.
2) Business mentors for students to learn more about potential careers.
3) Arkansas Department of Workforce Services new interactive website: Real-Life Arkansas, an interactive Web site for students and job seekers. The site includes a lifestyle budget calculator that helps students discover how education impacts earnings. The site's objective is to inspire students, through a "real world" exercise, to take education seriously and pursue higher education/training after high school.
4) The Learning Assistance Center will offer lunch-time workshops with guest speakers to reinforce the skills covered in the Career Seminar course.
Pulaski Technical College supports several secondary programs in its service area of Faulkner, Lonoke, Pulaski and Saline counties. In fact, the CTE programs have articulation agreements and/or dual enrollment programs with 20 area high schools so that students who complete CTE programs at area high schools receive credit for their academic experience if and when they enroll in similar programs at Pulaski Technical College. In addition, the Technical and Industrial area of Pulaski Tech is well-represented at college recruitment fairs in our service area. Larry Lewellan, Career Links Coordinator (formerly funded through the Tech Prep program), is responsible for linkages between secondary and postsecondary programs and ensures high school counselors have up-to-date information on Pulaski Tech. He also gives presentations and tours to prospective students.
Current programs of study by CIP code that have secondary and postsecondary curriculum aligned are: 48.0508 welding, 54.0408 office technology, 52.12.01 computer information systems, 12.0401 cosmetology, 12.0501 baking and pastry, 12.0503 culinary arts, 15.1301 drafting and design technology, 19.0706 early childhood development, 46.9999 construction technology/construction management, 47.0603 collision repair technology, 47.0604 automotive technology, 47.0605 diesel mechanics, 51.0708 medical transcription, 15.0507 environmental and safety technology, 30.9999 general technology and 52.0499 business.
Pulaski Technical College also operates the Saline County Advising and Career Center, where students in high school in Saline County can access secondary technical education.
Perkins funds will be used to fund the salary for the liaison between secondary schools and Pulaski Tech. His activities will include researching and implementing a Student Shadow Day for high school students to spend a day in college. He will also coordinate visits by high school students who are interested in attending classes, meeting with faculty, meeting with advisors and other activities to give them the experience of a day in college.
Pulaski Technical College invests funds in experience and understanding all aspects of an industry and will continue to commit to that funding. For instance, several of the CTE programs at Pulaski Technical College incorporate work-based instruction and internships. These include collision repair, computer information systems, business, practical nursing, respiratory therapy, dental assisting, early childhood development, air conditioning and refrigeration and electrical programs. During internships, the work-based supervisor serves as the course instructor. Pulaski Tech also provides students with experience and understanding of all aspects of an industry through bringing in outside speakers, ensuring curriculum is up-to-date and teaching employability skills as part of the required curriculum.
Pulaski Technical College will continue to use college funds to train faculty and students for new technology and equipment. Pulaski Technical College demonstrates its commitment to technology through equipping every classroom with Powerpoint capability, offering 371 sections of online courses that reach more than 3,000 students, investing the College’s limited funds in web conferencing software and having more than 10 computer labs and tutoring centers on the main campus alone. The 2007 Operating Plan addresses goals in several areas of technology, including developing on-line associate degrees and certificates, developing an assessment implementation strategy for online courses, providing a college-wide forum to identify instructional technology needs and hiring a full-time instructional designer to support faculty in developing cutting-edge online courses.
Pulaski Technical College’s Information Technology Committee meets monthly to serve in an advisory role to the Chief Information Officer in the assessment, maintenance and establishment of all information technology services, policies and plans that support Pulaski Technical College.
Funds from a federal Title III Strengthening Institutions grant are being used to research effective uses of technology in instruction, meet technology needs and train instructors in using technology in the classroom. Funds will equip an Instructional Development Center on campus where instructors will learn about using technology in the classroom and pilot different ideas before implementing them in the classroom.
Pulaski Technical College already offers more on-line courses than any other two-year college in Arkansas. This capability will increase dramatically during the fall 2007 semester, when every course will have online space available for instructors to place exams, homework assignments, out-of-class activities and communication between instructor and students on the web. A new portal is also being launched in fall 2007 to allow students access to the Pulaski Tech e-mail system and the ability to personalize their web page, much like Yahoo allows for its users.
The Learning Assistance Center will provide on-line tutoring for certain technology courses as well as on-line technical assistance for those students using Blackboard. Students will have access to on-campus help during regular business hours and on-line assistance during evening hours and on weekends. In fact, tutors are available on-line on in-person to Pulaski Tech students 150 out of 168 hours a week.
The College’s Perkins Coordinator will coordinate with faculty and information technology staff to research technology and technology training needs in CTE and academic programs.
Pulaski Technical College has designated Amy Baldwin as the College’s Professional Development Coordinator. In that position, she develops an internal program of professional development that ensures instructors are up-to-date in their specialty areas and their pedagogical skills. The College has and will continue to use outside experts as professional development leaders for areas specific to technical and industrial education. In addition, instructors must show they have completed professional development activities as part of their annual evaluation.
Professional development activities funded through Perkins will tie directly to core indicators. Baldwin will research professional development needs during the transition year and begin offering regular professional development geared to meet the needs of Perkins IV. It is expected that professional development opportunities may address topics such as learning communities and teaching CTE across academic curricula. Perkins funds may also be used to secure accreditations from professional bodies for programs that are eligible for accreditation, but not yet accredited.
Pulaski Technical College ties all evaluation activities to its philosophy of education in general education, developmental education and technical and occupational education. The philosophy of technical and occupational education is:
“The College will provide technical and occupational education programs to aid students in developing:
• The technical and occupational skills needed to enter successfully into a chosen occupation or to upgrade skills in one’s current occupation.
• The habits of self-reliance, self-discipline, and resourcefulness in solving problems.
• Interpersonal skills and the ability to work in teams.
• Desirable health and safety practices.
• A feeling of pride in one’s work.
• Proficiency in the use of technology employed in the occupation.”
Each CTE course is linked to the education philosophy. CTE administrators gather evaluation information, review information and provide it to the College’s Assessment Committee at least once a year. The Committee reviews the assessment results and provides feedback to CTE administrators.
Pulaski Technical College carries out a comprehensive evaluation of its academic programs. Students complete an evaluation of their faculty every semester. The College’s Advisory Committees, comprised of area industry representatives, evaluate curriculum and ensure that it remains up-to-date and relevant to the industry. Instructors review and report on student grades, attendance and participation. All appropriate staff and faculty are licensed and academic programs and the College is reviewed closely by accrediting bodies.
Pulaski Tech regularly reviews progress toward Perkins core indicators and will continue to complete that activity. The College’s Perkins Coordinator will work with assessment staff to review progress toward technical skill attainment, credential attainment, student retention and transfer, student placement, nontraditional participation and nontraditional credential attainment. We will use the transition year with Perkins to develop the evaluation process for these core indicators and to collect baseline information. Activities are targeted directly toward those indicators. For instance, services available through the Learning Assistance Center support all but one core indicator.
Perkins funds will be used to hire an assessment professional, and design and implement an assessment process that results in reliable and accurate information regarding progress toward core indicators. The Assessment Coordinator hired through Perkins will have a graduate degree in education, social sciences or a related field and at least two years experience in research.
Pulaski Technical College will use appropriate Perkins funding to initiate, improve, expand and modernize CTE programs with an expectation that funding in this area will be invested primarily in ensuring CTE students have up-to-date equipment. Pulaski Tech will invest some time in the Perkins transition year to research needs to improve, expand and modernize current CTE programs.
During the transition year, Pulaski Tech will purchase CATIA software to use in the aviation technical certificate and degree programs. CATIA software, now in its fifth version, is a major technology and innovation change in the aircraft industry. CATIA (Computer Aided Three Dimensional Interactive Application) is widely used throughout the engineering industry. It supports multiple stages of product development from concept, through design and manufacturing. Raytheon, Dassault Falcon Jet, Rose, Hampton and other aircraft, boat and automotive manufacturers are using CATIA. DFJ is using CATIA V5 and other new technologies to increase production in all phases from supply chain management to shop floor control and to product delivery. The aircraft industry has now adapted to using composite materials to construct the interior of airplanes. Composite materials are lighter, stronger and last longer than traditionally-used aluminum. Pulaski Tech students must use CATIA in work-based learning experience and in the workplace, but they do not currently learn CATIA in the academic setting.
Of Pulaski Technical College’s, 8,668 student population in spring 2007, 29% were enrolled in one of the 51 technical and occupational degree or technical certificates at the College. Pulaski Technical College ensures that all courses and programs are of sufficient size, scope and quality. The College maintains small class sizes of no more than 27 students in any class; many CTE courses have an even smaller student to teacher ratio. Pulaski Tech offers a large number of developmental courses and other academic courses during the day, at night and on the weekend as well as on-line. Student services, including counseling, advising and professional tutoring, are available to all students.
Pulaski Technical College has a goal of expanding its counseling and advising functions for al students and will use Perkins funds to establish an Advising and Career Center that will affect students across the spectrum of CTE and other programs.
Perkins funds will also be used to fund professional tutoring for CTE students through the Learning Assistance Center for specified CTE areas. The Learning Assistance Center is available for all students to obtain professional tutoring, computerized tutoring and/or access to the Internet and on-line courses. Funds will be used to hire two full-time employees in the Learning Assistance Center. The Tutor Coordinator and Lab Coordinator will design tutoring services of sufficient size, scope and quality to serve CTE students on-line, in the Learning Assistance Center and in the classroom. The Tutor Coordinator will oversee and provide tutorial services to Pulaski Tech’s occupational program students and direct daily operations of the CTE tutoring center. The Lab Coordinator will oversee and provide computer lab services to Pulaski Tech’s occupational program students supervise lab assistants and manage computerized tutorials and on-line tutoring. Perkins funds will support part-time tutors and students who are employed as Supplemental Instruction leaders.
Evaluation and assessment activities will ensure that programs are of sufficient quality. Ongoing assessment will enable Pulaski Tech staff and faculty to adjust programs as needed to maintain quality.
Pulaski Technical College will make it a priority to serve individuals with disabilities, individuals from economically disadvantaged families, individuals preparing for nontraditional fields, single parents, displaced homemakers and individuals with limited English proficiency.
Pulaski Tech’s students average 28 years of age, with 50% African-American, 46% Caucasian and 4% other ethnicities. In spring 2007, the student population was 69% female and 31% male. More than 90% of students are typically first-generation college students and about 60% are eligible for federally-funded financial aid.
The Career Pathways program at Pulaski Technical College also serves parents who are eligible for public assistance and want to pursue higher education. It is a pilot project designed to provide support services and direct financial assistance to parents who want to increase their education and employability. The Career Pathways program of Pulaski Technical College can serve up to 500 students this year.
Career Pathways participants have access to:
• Advising to assist with career and educational decisions
• Assistance finding jobs while in school and careers upon graduation
• Extra instruction for building successful academic and employment skills
• Tutoring
• Easy access to a computer lab for doing homework and improving computer skills
In addition, some parents may qualify for financial aid to assist with childcare, transportation, and tuition, books, and other direct educational expenses. Career Pathways staff includes a project director, administrative assistant, counselors, an employment specialist and professional tutor-mentors. CTE students eligible for Career Pathways services will be referred to the program and receive additional career training and academic support through the program.
During the transition year, the Perkins coordinator will collaborate with assessment staff to ensure that appropriate data is collected regarding special populations. Perkins staff will also:
• Review CTE programs and gather information to identify and adopt strategies to overcome barriers that result in lower access or success for special populations
• Provide programs that enable special populations to meet local performance levels
• Provide activities to prepare special populations for high skills or high wage jobs that will lead to self-sufficiency
• Ensure that individuals who are members of special populations will not be discriminated against on the basis of their status as members of a special population.
Pulaski Technical College offers assistance to students who identify themselves as disabled and request services through the Office of Disability Services. Legally, Pulaski Technical College is limited to reporting on students who self-report as disabled.
Other services we will continue or begin to offer to all appropriate students, including special populations, are:
• The Advising and Career Center, which will recruit special populations for high-demand jobs
• Industry representatives on campus for presentations to students in class and interview days
• Special services for students with limited English proficiency as needed
• Promotion of CTE programs across Pulaski Tech campus
• Promotion of CTE programs at Pulaski Tech to area high school students
• Outreach programs held at least twice a year in the College’s Campus Center open to all Pulaski Tech students
• Professional tutoring in the Learning Assistance Center and in CTE classes
• Ongoing, regular assessment of progress for special populations.
The Advising and Career Center, funded through Perkins, will offer career guidance, counseling and preparing advice as well as academic advising for all students, including special populations and students in nontraditional fields. Staff will prepare students, including special populations, for employment in high-demand, high-wage fields as identified by the state of Arkansas and identified through CIP codes provided to Pulaski Tech.
The Career and Assessment Specialist, a full-time position, will be responsible for:
• Administering career assessments to CTE and other students, including assessments such as Work Keys, Keytrain, Kuder, DISCOVER, MBTI, and Strong Campbell
• Administering basic skills assessments
• Interpreting assessment results to students
• Providing results and reports to staff and administration.
A full-time Career Advising and Assessment Specialist will be responsible for coordinating career services to CTE students. This position will also provide direct services to students. General responsibilities include:
• Development of career plans for CTE and other students, including identification of a career goal and appropriate degree plans.
• Assisting students to explore:
o all aspects of the desired career/job
o transitions to other related careers, including those available as students move from certificates to 2-year degrees to 4-year degrees
o opportunities available in non-traditional career fields.
• Advising students for correct course work to proceed to the desired degree/certificate, and to transition to other degrees if desired.
• Tracking student progress toward career goals
• Making appropriate referrals to assist the student to access campus services
• Providing resume writing and interviewing skills assistance through workshops and distance learning opportunities
• Coordinating work based learning experiences to provide students with experience and understanding of the desired career field.
Permissive Use of Funds
Pulaski Tech will expand career guidance and counseling services to all students by using Perkins funds to open and staff an Advising and Career Center.
Pulaski Technical College will use Perkins funds to begin a career and advising program. Staff will advise students on career preparation and the possibility of continuing to a four-year college or university. Perkins funds will be used to provide professional tutoring for CTE students, which will support retention rates. Pulaski Tech will coordinate with the University of Arkansas at Little Rock to promote and recruit students for its baccalaureate in applied science. In addition, Karen Wisdom, a UALR admissions specialist, is based at Pulaski Tech and will be actively working to recruit CTE students to transfer to UALR.
The College is adding a College Seminar course specifically for CTE students, which will address career exploration, resume writing, interviewing skills, networking skills, professional etiquette, service learning, industry speakers, possibilities of pursuing a four-year degree and writing and speaking skills for the world of work.
In the 2007-08 transition year, Pulaski Tech will pilot a learning community integrating academics with CTE. A Learning Community for Business will be developed during the Fall 2007 term and piloted during the spring 2008 term. It will target students working toward an Associate of Applied Science in Business, Criminal Justice or Paralegal Technology. The courses in the Learning Community will consist of:
ENGL 1311 English Composition I (thematic-business ethics or other topic)
COLL 1302 Career Seminar for Business
ACCT 2310 Principles of Accounting 1
Plus Supplemental instruction groups for accounting
Pulaski Tech will use Perkins funds to establish an Advising and Career Center that will provide career counseling and guidance. Job postings will be accessible to all students in the lobby of the Advising and Career Center and posted on the College’s web site.
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.)
Pulaski Tech will invest the transition year in making sure assessment activities are accurate and that baseline levels are established in all performance areas—technical skill attainment, credential attainment, student retention and transfer, student placement, nontraditional participation and nontraditional credential attainment. Pulaski Tech will use Perkins funds to hire an assessment staff person who will select and purchase appropriate software, determine whether a new server is needed, collect database information and set up processes to regularly collect information on progress toward indicators.
During our first program year, we expect our annual plan of activities to target individual indicators and will strive to achieve 90% of all indicators.
Pulaski Tech will assess grades, retention, graduation rates, success on NOCTI or Work Keys, transfer rates, job placement, nontraditional participation and credential 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.
Pulaski Technical College offers a wide variety of courses in CTE programs. Programs include: air conditioning and refrigeration (Associate of Applied Science and technical certificate); applied electronics technology (Associate of Applied Science), automotive technology (technical certificate), aviation maintenance technology (Associate of Applied Science and technical certificates), avionics/electronics technology (technical certificate), collision repair technology (technical certificate), construction management technology (Associate of Applied Science and technical certificate), diesel mechanics (technical certificate), drafting and design technology (Associate of Applied Science and technical certificate), environmental/safety technology (Associate of Applied Science), general technology (Associate of Applied Science), industrial equipment technology (technical certificate), machine tool technology/computerized numerical control (technical certificate), manufacturing technology (Associate of Applied Science), small engine repair (technical certificate), welding technology (technical certificate and certificate of proficiency) as well as programs of study in culinary arts, aviation, dental assisting, respiratory therapy, practical nursing and early childhood development.
Pulaski Technical College will develop and offer a new Career Seminar course designed to meet the specific needs of CTE students. The primary focus of the course is to support program offerings that prepare students for employment in high skill, high wage, high demand occupations.
Pulaski Technical College supports 20 secondary programs in its service area of Faulkner, Lonoke, Pulaski and Saline counties. The College has articulation agreements and/or dual enrollment programs with area high schools. Larry Lewallen is responsible for linkages between secondary and postsecondary programs. Perkins funds will be used to support additional secondary programs as appropriate.
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.
Students at Pulaski Technical College are not segregated according to their major, which is one way the College ensures that CTE students are taught to the same standards as all other students. All programs of study are accredited by the appropriate agency and curriculum is kept up-to-date and rigorous with the support of Advisory Committees. Faculty members are evaluated by students each semester and faculty and deans complete an annual review each year.
Assessment tools developed in the transition year for Perkins will be used to demonstrate improvement in academic and technical skills of students in CTE programs. Currently, the College reviews grades, participation, attendance, retention, NOCTI results, graduation rates and transfer rates to assess academic and technical skills of students in CTE programs.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Several of the CTE programs at Pulaski Technical College incorporate work-based instruction and internships. These include collision repair, CIS, business, practical nursing, respiratory therapy, dental assisting, early childhood education, air conditioning and refrigeration and electrical programs. During internships, the work-based supervisor serves as the course instructor. Pulaski Tech also provides students with experience and understanding of all aspects of an industry through bringing in outside speakers, ensuring curriculum is up-to-date and teaching employability skills as part of the required curriculum.
A Career Seminar course designed specifically for CTE students will include components to provide students with strong experience in and an understanding of all aspects of an industry. In addition, the Advising and Career Center will match students with business mentors, set interview days and conduct other activities to address student understanding of industry.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Pulaski Technical College has designated Amy Baldwin as the College’s Professional Development Coordinator. In that position, she develops an internal program of professional development that ensures instructors are up-to-date in their specialty areas and their pedagogical skills. The College has and will continue to use outside experts as professional development leaders for areas specific to technical and industrial education. In addition, instructors must show they have completed professional development activities as part of their annual evaluation.
Professional development designed by Baldwin will be high-quality, sustained, intensive and focused on improving the quality of instruction. Baldwin will use the transition year to research appropriate professional development, with the possibility of addressing initial faculty preparation, orienting faculty and staff to Perkins and teaching instructional techniques, such as learning communities.
Professional development programs on Learning Communities will focus on topics including:
• Effective integration of academics and CTE
• Effective teaching skills based on research
• Effective practices to improve parental and community involvement
• Effective use of scientifically based research and data to improve instruction
In addition, Pulaski Tech will apply to send a five-member team, comprised of faculty, career and academic counselors, and an academic administrator, to the National Summer Institute on Learning Communities in June 2008.
Professional development will also promote the integration of coherent and rigorous content aligned with challenging academic standards and relevant CTE, increase instructor understanding of industry standards, encourage applied learning, provide knowledge and skills needed to work with and improve instruction for special population and/or increase the use of data to analyze achievement gaps. Experts in specialized areas may be brought to campus or instructors may access professional development opportunities off-campus as feasible.
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, including parents, students, academic and CTE faculty, administrators, counselors and advisors, business and industry and accrediting agencies, are involved in the development, implementation and evaluation of CTE programs at Pulaski Tech. Business and industry representatives include small business, labor and members of special populations.
CTE administrators and faculty meet with parents, students and prospective students to keep them informed of academic offerings. Students evaluate faculty and courses each semester and provide verbal feedback. Mike Sneed, Perkins coordinator and Dean of Technical and Industrial programs, is part of the college’s Leadership Team, which meets once a month to ensure that faculty, administrators, counselors and advisors are aware of college activities, including CTE activities, and that senior leaders have an opportunity to be involved in developing, implementing and evaluating CTE programs.
In addition, Kellye Mashburn, Director of Institutional Research, Effectiveness and Planning, conducts ongoing assessment of all campus courses to review student success and determine any needed changes in curriculum.
Business and industry maintain involvement through the Advisory Committee and ongoing relationships with Pulaski Tech to place students in positions at area businesses and industries. The Advisory Committee regularly reviews curriculum to ensure it is relevant and up-to-date.
Pulaski Tech’s professional development activities funded through Perkins funds will include an introduction to the requirements of Perkins. In addition, Perkins information will be added to the College’s web site and a flier will be distributed across campus, given to students and provided to business and industry supporters.
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.
Pulaski Technical College will provide CTE programs that are of such size, scope and quality as to bring about improvements in the quality of CTE programs. Of our 8,668 students in spring 2007 courses, 29% were in one of the 51 degree and certificates in technical and occupational areas.
Pulaski Tech will use the Perkins transition year to design appropriate data collection and assessment activities. The College will continue to maintain up-to-date curriculum, equipment and professional development for faculty and staff. All activities in the CTE programs will be assessed to ensure that they are of the appropriate size, scope and quality.
Our Vision 2010 strategic plan states that we will continue to address the workforce development needs of central Arkansas. One of the future strategies is to: Design and develop up-to-date curricula and technology for all occupational and technical programs with emphasis on the technical, problem solving, communications and team-building skills required in the workplace.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
Pulaski Technical College will use Perkins funds to hire an assessment expert to design the assessment protocol regarding data collection and evaluation for progress toward core indicators. This professional will conduct all assessment activities in coordination with the Perkins coordinator. CTE staff will regularly review assessment data and make adjustments in programs as needed.
The College will continue to review occupational and technical program enrollment, graduation rates, assessment results, success of graduates in the workplace and graduate and employer feedback as well as faculty evaluation by students. We will review student grades, attendance, skill levels and class participation.
Staff and faculty will maintain appropriate licensure and attend beneficial professional development activities. Academic programs and the College will be monitored by third party accrediting bodies to ensure continued progress.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Pulaski Technical College will address the needs of individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional fields, single parents (including single pregnant women), displaced homemakers and individuals with limited English proficiency.
Pulaski Technical College will use the transition year with Perkins to develop mechanisms and adjust programs to meet needs of special populations. The Perkins coordinator will review CTE programs and identify and adopt strategies to overcome barriers that will result in lower access or success for special populations. Research in this area may include focus groups comprised of members of special populations, meetings with other organizations that serve these populations and reviews of curriculum and class settings
Pulaski Tech will provide programs that enable special populations to meet local performance levels. The College provides additional support to students that self-identify as disabled and single parents who register with the Single Parent Support Program. Members of special populations will use student services, including advising, counseling, tutoring through the Learning Assistance Center and assisting with career planning.
Pulaski Tech will provide activities to prepare special populations, including single parents and displaced homemakers, for high-skill or high-wage or high-demand occupations that will lead to self-sufficiency. Pulaski Tech will focus Perkins funds on career pathways where 50% of the occupations within the pathway meet all three of the definitions. The Perkins coordinator will review the CIP crosswalk to determine which programs are offered at Pulaski Tech. Those pathways are expected to include environmental service pathway, construction pathway, maintenance/operations pathway, printing technologies pathway, business financial management and accounting pathway, administrative and information support pathway, teaching/training pathway, therapeutic services pathway, precision metal production pathway, transportation operations pathway and facility and mobile equipment maintenance pathway. We will promote these technical and occupational areas to all students, with a special focus on attracting members of special populations. We will also assist members of special populations with career exploration, career training, networking and work-based learning experiences.
Pulaski Technical College will not discriminate against individuals on the basis of their status as members of a special population. The College’s non-discrimination policy states:
Pulaski Technical College does not discriminate on the basis of race, sex, color, religion, age or handicap. This policy extends to employment by, admission to or educational opportunities or benefits provided by the college.
The College also complies with the Americans with Disabilities Act and is accessible to anyone with a disability. The Office of Disability Services provides a wide array of support activities to students who self-identify with a disability.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
Students who are preparing for nontraditional fields will be able to access advising, counseling, tutoring, career counseling and all other programs available to all students at Pulaski Tech.
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.
CTE students will make appointments with career guidance and academic counselors in the Advising and Career Center. In addition, the Career Seminar course for CTE students will include information on career guidance. Students will take a computer-based career exploration assessment tool, such as Kuder.
Students will be encouraged to continue their education at a four-year college or university. The University of Arkansas at Little Rock is adding a baccalaureate degree in applied science, which is expected to attract a number of Pulaski Tech graduates. A UALR counselor is stationed at Pulaski Tech and will visit with CTE students regarding transfer requirements.
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 Pulaski Technical College Human Resources and Employee Relations office monitors the college’s faculty and staff recruitment and retention programs in consultation with vice presidents, deans and department managers.
Recruitment activities include traditional advertising methods, distribution of position announcements to area business and industry, posting position announcements at colleges and universities in the region, distribution of position announcements to various listservs and Web sites, as well as four on-campus faculty and staff Star Search recruitment fairs each year. Special attention is paid to recruiting faculty and staff from under-represented groups via targeted media and other special activities.
Retention efforts include providing competitive salaries and benefits, supervisory and management training, clearly defined goals and responsibilities, an atmosphere of teamwork and open communication, employee recognition programs, professional development initiatives and affiliations, opportunities for advancement and a family-friendly workplace.
Orientation programs, as well as departmental workshops, for new full- and part-time faculty provide information on pedagogy, methodology and strategies for improving teaching skills and learning facilitation. The college has a full-time professional development coordinator, who plans and implements programs throughout the academic year.
17. Describe how funds will be distributed among consortium members, if appropriate.
Not applicable to Pulaski Technical College.
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
Pulaski Tech will hire an assessment professional to research, design and implement data collection and evaluation to determine progress toward Perkins core indicators. Ideal candidates will have a graduate degree in a relevant area and at least three years experience.
The data collection plan will be reviewed by the Arkansas Department of Higher Education and the College’s Director of Institutional Research, Planning and Effectiveness.
Data collection will begin during the transition year and will be closely reviewed to ensure it is complete, accurate and reliable.
