3. Describe the process used to develop the local transition plan.
This local transition plan was developed by a team of employees consisting of the Perkins Coordinator, Vice-President of Workforce Education and Facilities, Vice-President of Academic and Student Services, Dean of Health and Natural Sciences, Dean of Liberal Arts and Business, Director of Enrollment Services and Registrar, Director of Institutional Effectiveness, Director of Student Support Services, Director of Financial Aid, and Manager of Financial Accounting. Members of the team attended state meetings and conducted local meetings to create a plan for this proposal.
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
As per state law, SACC requires each student to complete an admissions placement test. The college accepts placement scores from various tests and publishes placement information in the college catalog. Based on test scores, students are placed in developmental education courses in reading, writing and mathematics to better prepare them for technical programs and general education. Students whose test scores require them to complete two or more developmental courses are required to complete the Freshman Year Information course (FYI). FYI is a “student survival-skills” course covering a variety of topics of importance to student success (e.g., time management, test taking, note taking, memory skills, study techniques, library use, college procedures, facilities and services).
South Arkansas Community College has established general education outcomes for all its degree programs, both AAS and AA, to prepare students for success in the workplace, at home, and in the community; for life-long learning; and for transfer to four-year colleges. These intended outcomes have guided the general education courses required for the degree curricula. Graduates of South Arkansas Community College degree programs should show the ability to:
• comprehend, evaluate, and synthesize information gained by reading college level material;
• synthesize information, formulate ideas, and organize perspectives clearly and logically to communicate effectively in writing;
• understand the perspective of others within the context of their social, cultural, and ethnic backgrounds and apply that understanding to communications at home, in the workplace, and in the community;
• understand and use mathematical concepts to solve problems and critically evaluate numerical information;
• use technology appropriate to their fields and their continuing education;
• understand and demonstrate ethical behavior socially, academically, and professionally.
The college requires student completing AAS degrees to complete courses in the following areas:
SACC faculty already integrate academics with CTE programs. For example, faculty in the Welding program teach mathematics in blueprint reading and in joint layout and weld design. Faculty in business programs teach communications and composition.
SACC operates an approved Career Center that enrolls students from six local school districts in technical programs. The six programs are integrated into the postsecondary programs offered by the college and there are defined pathways for students to transition from secondary to postsecondary. The college accepts applications from any high school student desiring to enroll in college courses and receive dual credit for high school graduation. The Automobile Technology Program (CIP: 47.0604) has a defined pathway for students that allows them to progress from the current high school program through the post-secondary program without loss of time. The college will pursue a transfer agreement with Southern Arkansas University that will afford students the opportunity to transfer to a Bachelors of Industrial Technology degree. This effort will be coordinated by the Director of the Career Center and the Vice President of Academic Affairs and Student Services. During the 2007-2008 academic year, SACC intends to employ an early-college start coordinator, as a liaison with the local school districts, to coordinate the college's concurrent enrollment program, coordinate the curriculum to expedite the transfer of courses, and provide support to the El Dorado Promise scholarship program. The “Promise” is a pledge from Murphy Oil Corporation to pay for the college tuition of any qualifying graduate of El Dorado High School. The college accepts applications from any high school student desiring to enroll in college courses and receive dual credit for high school and college graduation.
SACC will create a career pathway in the Automobile Technology Program that will allow students to progress from the current high school program, through the post secondary program, and on to a Bachelors of Industrial Technology at Southern Arkansas University. The transfer between high school career center courses and the post secondary program at SACC is already aligned and non-duplicative. This effort will be coordinated by the Director of the Career Center.
Career and technical programs at SACC have advisory committees of industry and business representatives. These committees provide advice to maintain comprehensive curriculums that address all aspects of a business or industry. A large number of programs at the college have internships or clinical experiences required for completion of the program. For example, all ten of the college’s medical programs have required clinical experiences. Other programs require industry standard certification. For example, welding students complete American Welding Society testing. Still other programs are accredited by national certification agencies that assure that the curriculum provides an understanding of all aspects of the industry or business. For example, the Automobile Technology program is accredited by the Automotive Society of Excellence.
The college provides technology training to all employees during pre-service and in-service workshops. For example, in the fall of 2007 all employees are expected to attend a workshop on the software package Office 2007. All employees may take SACC courses free of charge, and they are provided tuition waivers for courses at Southern Arkansas University. The college employs a Director of Distance Learning who provides individual assistance to employees using distance education technologies.
SACC provides program specific equipment that graduates must use in a technology field. If the equipment is not available on campus, it is available at internship sites. All degree students are required to fulfill general education requirements in math and many programs have rigorous science requirements.
The college collaborates with business and industry to provide internships and clinical experiences. For example, the Business Program offers up to nine credits of internship experience that meet graduation requirements. All ten of the medical programs offered by the college have clinical components in the health industry.
The college provides professional development training to all employees during pre-service and in-service workshops. Committee meetings are conducted during that for faculty curriculum discussions. In addition to these events, travel funds are
provided for faculty to attend conferences and workshops on a variety of topics, including integrated technical education. The educational opportunities afforded faculty and staff include the following:
Effective integration of academics and CTE
The college curriculum committee regularly meets to discuss topics like the integration of academics and technical education. Advisory members provide information about general education needs of industry. The Director of the Career Center has the responsibility of developing curriculum in programs that integrate academics and CTE.
Effective teaching skills
The college maintains two faculty committees/organizations that provide professional development to faculty in the area of teaching skills. The Academy for Teaching and Learning and the Blackboard Users Group meet to share information about effective teaching practices. Also, the academic deans meet with faculty during evaluation conferences, and faculty in-service sessions provide information on teaching and learning.
Community involvement
The Director of the Career Center meets with parents, area school administrators, and the members of the community to inform them of the curriculum and the academic requirements of programs.
Effective use of scientifically based research and data to improve instruction
The Director of Institutional Effectiveness collects information and conducts research that is used to improve instruction. For example, SACC collects extensive data on the assessment of student learning and publishes a yearly report for dissemination to faculty. Faculty are encouraged to conduct classroom research on the effectiveness of instruction. All administrators disseminate research on effective teaching practices.
Staying current with all aspects of an industry
Faculty members have travel budgets to attend industry workshops that help them stay current with all aspects of business and industry. Advisory members assist in providing relevant information about the workforce to faculty.
Internship programs
Faculty are encouraged to use tuition waivers to enroll in college internship programs and to work in the business or industry whenever possible. Faculty are also provided time to update their technical skills. For example, the Surgical Technology instructor is provided time to work in a surgical ward at no expense to the local hospital.
Technology to improve instruction
The college provides technology training to all employees during pre-service and in-service workshops. For example, in the fall of 2007, all employees are expected to attend a workshop on the Office 2007 software package. In addition, all employees may take SACC courses free of charge, and they are provided tuition waivers for technology courses at Southern Arkansas University. The college employs a Director of Distance Learning who provides individual assistance to employees using distance education technologies. Informational Technology staff train faculty on the use of teaching software and “smart” classrooms.
SACC has a plan to review programs. The review plan is closely connected to the discontinuation policy. This policy states that programs must have a minimum of four graduates per year, an enrollment of fifty percent of maximum program capacity, and a student/teacher ratio of at least seven to one. In addition to these numerical standards, the program review considers other quality standards such as how the needs of special populations of student are met, placement rates, and graduate salaries. The college’s Student Support Services program is responsible for the ongoing assessment the needs of special populations of students. SACC also uses a number of survey instruments to identify student needs and to evaluate whether needs are being met.
SACC has in the past three years initiated a number of new program proposals and expects to research more new programs. The operational plan for fiscal year 2007-2008 includes the goal of improved marketing of programs. The college’s plan to assess student learning also provides the college information that is used to improve programs.
SACC is part of a community plan to build a new community center. All of the college’s student services components will be located in the new building. This will provide more spaces for CTE programs in existing structures. Also, SACC is planning on constructing a new health sciences building. The new learning spaces will help modernize all of the health and natural sciences programs/courses.
Academic Deans and faculty work hand in hand to create program budgets. This process helps identify the needs of the program for new equipment, clinical travel, and supplies. The college has extensive budgets for student testing that also help modernize program curriculum.
Data collected in the program review process provides information for program improvement. All courses at SACC have an established on-line component that faculty use to varying degrees.
The intended goal of the plan to improve student retention will evaluate existing services and result in modifications that will increase student persistence and graduation rates. Concentration on this area throughout all programs will result in improved performance of students in CTE programs.
SACC provides the following services to prepare special populations of students for success in high skill, high wage, and high demand occupations:
1. Advising services are available to counsel students on the selection of a career/program.
2. Counseling services are available for students who need them.
3. Staff members provide workshops and lectures that help students be successful. For example, a counselor provides lectures on study skills to program students.
4. A TRIO program provides support to qualifying students.
5. The Financial Aid office helps students secure the financial support to attend college.
6. The college offers career and technical programs that are classified as high skill, high demand, and high wage.
Permissive Use of Funds
Perkins Funds are not to be used.
With this proposal, pending the results of the enrollment and retention audit, SACC will employ a student retention specialist who will provide assistance to students who are at risk for withdrawal. The college employs one full-time academic advisor and a part-time counselor. SACC will use general funds to employ a college early-start advisor during the next academic year.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Depending on the results of the audit on retention, the college may include in its plan employee workshops that facilitate discussions on student retention and success.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
Perkins funds are not to be used in this area.
Perkins Funds are not to be used.
Perkins Funds are not to be used.
5. Describe how CTE activities will be carried out in order to meet state and local levels of performance. (See Appendix B for description of accountability measures.)
a) 1P1-Technical Skill Attainment (pending state decision on measurement method)
SACC collects and evaluates data related to technical skill attainment through course evaluation, licensure pass rates, and general education assessment. SACC will participate in state discussions about measuring skill attainment and will use standard instruments that are mutually agreed upon.
b) 2P1-Credential Attainment
The college has ten medical programs requiring licensure to practice that document skill attainment. The Network Security Technology program requires students to complete one industry standard certification and the Computer Information Systems program will be required to adopt a comparable method of documenting skill attainment. Automobile Technology graduates often complete certification from the Automotive Society of Excellence and Welders complete American Welding Society Certification---documenting skill attainment. SACC will establish benchmarks for the above credentials during the transition year. Programs not having a licensure will use a standardized examination to measure skill attainment.
c) 3P1-Student Retention and Transfer
The primary goal of this proposal is to improve student retention and transfer. Student retention and transfer will be measured using the standards adopted by the state of Arkansas and will include fall to fall retention rates of students in technical programs and transfer rates of students after graduation to other colleges. The college proposes to conduct an audit of retention and admissions practices and use this information to create a plan to increase retention. This will include creating stronger orientation programs for first year students, employing a student retention specialist to guide students while they are enrolled in college and help them meet attendance policies, strengthening reading programs by integrating reading courses with adult basic education programs, creating learning communities for students in developmental courses, and providing professional development for faculty and staff and equipment for programs that will benefit retention and success.
d) 4P1-Student Placement
The college has a part-time Placement Director who posts positions available to students. Also, each program or division assists students in identifying potential employers and helping them apply for positions. Several courses teach students how to write application cover letters and resumes and to complete applications.
e) 5P1-Nontraditional Participation
SACC employees an academic advisor who encourages the participation of non-traditional students in CTE programs. The college proposes to employ a student retention specialist that will assist in that process. All program directors encourage participation in non-traditional careers.
f) 5P2-Nontraditioinal Credential Attainment
The college currently uses publisher practice tests in the Health and Natural Sciences programs to prepare students for credential attainment. Non-traditional students have the services of the learning center available to them.
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.
SACC operates an approved Career Center that enrolls high school students in technical programs. Local school districts that participate include El Dorado Public Schools, Smackover Public Schools, Parkers Chapel Public Schools, and Junction City Public Schools. The career center offers five programs to students. The programs are integrated into the postsecondary programs offered by the college and there are defined pathways for students to transition from secondary to postsecondary. The college accepts applications from any high school student desiring to enroll in college courses and receive dual credit for high school graduation.
The Automobile Technology Program (one example of a program with a career pathway) has a defined pathway for students that allows them to progress from the current high school program through the post-secondary program without loss of time. The college will pursue a transfer agreement with Southern Arkansas University that will afford students the opportunity to transfer to a Bachelors of Industrial Technology degree. This effort will be coordinated by the Director of the Career Center and the Vice President of Academic Affairs and Student Services.
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.
SACC has a plan to assess student academic achievement which has been effective in creating conversations about the improvement of academic and technical skills. The college has established learner outcomes for each program, including general education. It also provides the opportunity for faculty and staff to attend various professional development activities to learn skills that will help them improve programs.
SACC will comply with state mandates, national accrediting agencies and advisory committees. The college maintains rigorous academic standards that are defined in course syllabi and in the college catalog. The college intends to validate the relevancy of curriculum as part of its plan to improve student success. The campus curriculum committee is charged with the responsibility of assuring that all programs meet challenging academic standards. Academic deans and program directors examine results of national licensing tests and solicit feedback from the advisory committees.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
The curriculum for each program and the course syllabi describe the activities that instructors will use to provide students the skills and experiences needed for employment. Many programs collect travel fees to help fund student trips to businesses and industries. Student clubs provide the opportunity to enter into state and national competitions, often with the support of business and industry.
Career and technical programs at SACC have advisory committees consisting of industry and business representatives. These committees provide advice to maintain comprehensive curricula addressing all aspects of a business or industry. A large number of programs at the college have internships or clinical experiences required for completion of the program. For example, all ten of the college’s medical programs have required clinical courses. Other programs require industry standard certification. For example, welding students complete American Welding Society testing. Still other programs are accredited by national certification agencies that assure that the curriculum provides an understanding of all aspects of the industry or business. For example, the Automobile Technology program is accredited by the National Institute for Automotive Service Excellence.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
SACC provides program travel funds for professional development, in-service programs that help faculty improve, guest speakers of value to faculty, and targeted budgets for professional development that are used by faculty. SACC provides tuition waivers to employees enrolling in college courses. In addition to the professional development that is provided on campus, all instructors and administrators have funds set aside in program budgets to pay for professional development conferences. All employees are encouraged to continue their education.
Criteria for faculty evaluation include the requirement to maintain currency in their respective fields. SACC provides program travel funds for professional development, in-service programs, relevant guest speakers, and targeted budgets for professional development. SACC provides tuition waivers to employees enrolling in college courses. The Blackboard Users group assists faculty in developing and enhancing online course offerings. The Academy for Teaching and Learning offers faculty the opportunity to exchange information for improved teaching methodologies. In addition to the professional development that is provided on campus, all instructors and administrators have program budgets to pay for professional development conferences. All employees are encouraged to continue their education.
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 following processes are used to develop, implement, and evaluate CTE programs:
• Faculty members are integral to the development of new programs. Specific faculty are often given release time to write new program proposals and to involve community stakeholders in the process. Ad hoc committees of citizens are used to develop new programs.
• Teams comprised of academic deans and program directors disseminate information about the requirements of Perkins grants.
• The recruiter and public information officer are responsible for disseminating information about CTE programs of study. They accomplish this using the web site, college catalog, college view book, program brochures, employee/student newsletter, and other documents developed for special purposes.
• Citizen advisory committee members provide input into the curriculum of CTE programs.
• Students evaluate courses using end-of-course evaluations.
• Administrators evaluate courses and programs using the college’s plan to evaluate faculty and the plan to evaluate programs.
• The college works closely with area workforce agencies that support students in CTE programs.
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.
First-year retention rates at South Arkansas Community College are approximately 50 percent. With this grant, the college intends to audit its retention and enrollment practices extensively and develop a plan of action to improve student attainment (e.g., fall-to-fall retention, graduates). Research information of retention practices in two-year commuter colleges is lacking on a national basis. Nevertheless, South Arkansas Community College intends to implement and evaluate practices that it believes will improve the success of students and, therefore, the success of CTE programs. By using a retention specialist to help students maintain attendance in classes and find the needed resources on campus, SACC will improve the quality of the CTE programs.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
All programs are evaluated using the program review process and are subject to the college's program discontinuation policy. Program reviews are conducted on a program review cycle of seven years unless administration decides to conduct more reviews. All courses are subject to evaluation by students using the student end-of- course evaluation system. All programs comply with the Student Outcomes Assessment Plan by providing learning information to the Assessment Coordinator and the Director of Institutional Effectiveness. Programs requiring state or national licensing of students report their pass rates to the Assessment Coordinator. SACC programs have advisory committees that meet semiannually to review the program goals and discuss the curriculum.
SACC will use its Plan to Assess Institutional Effectiveness to measures success at the institutional level. A summary of this information can be found in the document entitled Core Indicators of Institutional Effectiveness.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
During the transition year, the college will review enrollment barriers for special populations of students. We will examine collected data disaggregated for special populations to compare performance across sub-groups. Currently, SACC relies heavily on the TRIO program to support special populations of students. This program provides activities that prepare their clients for self sufficiency in current and future educational activities. In addition, the advisors and the financial aid office provide assistance to students with special needs. During the transition year, the college will review its policies that may affect special populations and conduct a faculty workshop on the American Disabilities Act and the responsibilities of faculty in regard to this act.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
The college’s recruiter and the academic advisors provide information and encouragement to prospective students about non-traditional fields. College brochures provide additional information.
15. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to baccalaureate and above education or other training opportunities.
The college provides career guidance and academic counseling to CTE students in the following ways:
• SACC has one central academic advisor who is on campus during regular college hours and provides career guidance and academic advising. Some program directors are assigned specific groups of students for advising and are, therefore, part of the central advising system.
• Perkins IV funds will be used to employ a second advisor/student retention specialist.
• Internet advising services are available at a minimal level; however, SACC has plans to provide chat-line advising services.
• Faculty are particularly good with advising in the CTE programs since they are the campus experts and have more contact with the students than advisors do.
• SACC employees a part-time licensed counselor to assist students needing special help.
• The Learning Center provides support for students needing tutoring services.
• SACC has a TRIO program. It will utilize this grant program to identify special populations and to provide strategies to overcome barriers for this group of persons.
• SACC has articulation agreements with four-year colleges to ensure appropriate credit transfers.
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.
SACC has been successful in recruiting faculty to teach CTE programs. Nevertheless, the college has established a goal to improve the interview process to establish stronger relationships with qualified faculty selected for interview. SACC has an informal induction process that assists new faculty in transitioning from another location to El Dorado. The college now pays the costs of travel to the college for the interview. Faculty who come from business and industry are provided a mentor teacher to assist them in transitioning to a new occupation, and tuition waivers are provided to faculty required to enroll in education courses. The college makes every effort to employ faculty that represent the demographic composition of the communities that we serve.
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.
The Director of Institutional Effectiveness, with staff support, will be responsible for data collection required to measure the success of this program. The college is evaluating its methods of data collection and storage. We intend to collect and store all evaluative data to provide easy retrieval of required data. The college may choose to expand its current use of its Core Indicators of Institutional Effectiveness as a method of institutionalizing data collection.
During the transition year, SACC will further develop the processes to gather, input, and extract information. The college will prepare to measure technical skill attainment, credential attainment, student retention/transfer, student placement, non-traditional participation, and non-traditional credential attainment as required by Perkins IV. During the transition year, the college will also establish/negotiate baseline goals for the program. It should be noted that the primary goal of this program is to improve retention/transfer rates of students in CTE programs.
The College is committed to providing complete, valid and reliable measurement. Data management personnel are highly experienced in entering data accurately and reliably. Data entry and retrieval is closely monitored to ensure accuracy of reported data. The existing student data collection system provides for the collection of data relevant to the identification of special populations and for tracking the performance of these sub-groups. Data collected allows for disaggregating by gender, race/ethnicity, and other factors to compare performance across sub-groups.
