3. Describe the process used to develop the local transition plan.
UACCB’s transition plan was developed by the Perkins coordinator with assistance from a team that includes the academic division chairs, the director of financial aid, the career counselor, the director of information services, the database administrator, and the registrar. In addition, the Director of CPI also attended meetings so that the two programs could coordinate activities. The main areas identified for improvement during the transition period are data gathering and reporting, CTE curriculum revision and improvement, and gap analysis, especially for special populations.
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 CTE programs include a general education component which is taught by general education faculty. CTE faculty build on the general education skills in upper level CTE classes with appropriate reading, writing, and mathematics based activities. Perkins funding has been used to purchase self-tutoring aids to assist CTE students with their general education requirements. This included math software for all CTE students and anatomical models for allied health general education.
UACCB teaches concurrent classes at several area high schools and has some articulation agreements in place. Students may also use the test-out procedure for several technical classes if they demonstrate the required level of proficiency. The Medical Professions Education program is a program of study that specifically links high school and college curriculum in health care.
During the transition year, curriculum in administrative services, medical office management, accounting, web design, welding, business administration, and industrial technology will be reviewed with the intent of creating strong alliances with our regional secondary and four-year partners.
CTE faculty use a variety of methods to include work-based learning experiences in their programs. In the allied health programs, students participate in clinicals. Perkins funding made possible the use of 2 SimMans, who are used by all of the allied health students in different units. Perkins funds were also used to simulate an OR for the surgical technology students. In the business/industrial programs, Perkins funding was used to expand the internship requirement from the Networking program into all of the programs. The faculty in these areas also rely on guest speakers from industry. Perkins funds have been used to purchase videos that provide a limited simulation of specific work fields.
Perkins funding has been used to improve the technology in all of the CTE programs. In addition to the SimMans and OR lab mentioned in 4c, UACCB has acquired equipment for use in PC Repair and Networking classes and upgraded a welding lab. For the past 2 years, Perkins funding has supported the expansion of online technology through the Online Program Coordinator and the online RN program.
Professional development is an important focus on the college. UACCB organizes at least 2 days of campus-wide training per year, and provides an additional fund of $15,000 that employees can access. College funds are also available for professional education. Perkins has funded some CTE individual’s specific training needs. Past topics of professional development have included brain-based learning, adult learning styles, and assessment issues. This fall will begin with a “Bridges Out of Poverty” workshop. During the transition year the college will review and assess what learning-based and technology-driven initiatives will be most promising to pursue in the PIV period.
Many CTE classes are taught by adjunct instructors who are hired on the basis of their technical expertise rather than their teaching experience. UACCB will provide a series of workshops throughout the year to inform these adjuncts of learning-based strategies to improve the success of their students.
UACCB has a comprehensive plan for the assessment of student learning outcomes already in place. On an annual basis, data is gathered at the course and program level from students, alumni, employers, and advisory groups. This data is reviewed by the respective faculty and changes are implemented in the next year.
During the transition year, UACCB will complete additional analysis of all its CTE programs. This will include review of institutional level data such as enrollment, retention, and completion/placement. UACCB anticipates building stronger data reports so that all relevant information can be linked for decision-making and PIV planning.
UACCB will use Perkins funding in the transition year to prepare and improve its data capacity. The College is in the process of converting its student information system; the conversion has already prompted the revision of numerous procedures. The new system will provide enhanced data capacity, but extensive training is needed.
Past Perkins plans have focused on providing the equipment and technology needed to provide students in CTE programs with state-of-the-art learning experiences that translate into meaningful employment ( #s 4a, c, d, and e). During the transition year, UACCB will conduct extensive analysis to ensure these programs are where they need to be for the next 5 years.
Approximately 60% of UACCB students are enrolled in CTE programs. This number increases when the delayed entry student is considered. Part of the curriculum review that will occur in the transition year is focused on ensuring that program changes benefit the maximum number of students possible.
A limited amount of Perkins funding was used to promote CTE programs to non-traditional students although there were not significant results. UACCB will perform a gap analysis of its special populations during the transition year to be sure that programming is appropriate.
Permissive Use of Funds
Perkins funds have been used to support a Career Counseling professional.
Perkins funds have been used to support a First Year Experience program. As indicated in 4i, UACCB will conduct a gap analysis to identify changes that need to be made in PIV to serve its special populations.
As part of the curriculum revision activities a plan will be developed for systematic acquisition of appropriate equipment need to support CTE programs.
As part of the curriculum review described in #4b, UACCB will determine which additional modalities for CTE instruction are appropriate, including the feasibility of non-traditional scheduling.
As part of the curriculum review described in #4b, UACCB will enhance its connections to baccalaureate degree programs.
As part of the curriculum review described in #4b, UACCB will evaluate the redesign of the Business Administration program into a more entrepreneurship focused program. Particular attention will be paid to short-term instruction that allows students to attain skills quickly.
As the CTE curriculums are revised to create integration with secondary and baccalaureate programs, new courses may be needed in order to provide students with the most appropriate training.
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.)
UACCB will focus its funding during the transition year on activities that affect all performance indicators. Through evaluation of CTE programs combined with professional development and gap analysis of special populations UACCB will be prepared to meet the required levels of performance.
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.
One program of study currently exists – Medical Professions Education. A number of CTE programs have some degree of articulation with secondary programs, but this connection needs to be strengthened. In addition, the College has been exploring links to bachelor’s degrees by articulating with regional 4-year institutions. Activities during the transition year will improve and expand these linkages.
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.
Academic and technical coursework is highly integrated. CTE students take the same academic coursework as other students and are held to the same standards; in fact, there is no direct mechanism for an instructor to identify CTE students in a math or English class. CTE programs document how they achieve the general education objectives of the institution.
Professional development for the CTE adjuncts will enhance these instructors’ understanding of the academic-CTE linkages.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
All CTE programs include work-based learning opportunities. In Allied Health these take the form of clinical coursework; in the other CTE programs students may elect an internship. In addition, faculty use guest lecturers from industry to provide an understanding of industry. A portion of classes are taught by adjunct instructors, who bring their industry experiences to the classroom. As part of the curriculum review, attention will be paid to enhancing this dimension.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
As noted in #4e the College has a program for professional development. During the transition year, professional development will be targeted at improving adjunct instructors’ abilities. Professional development will also from a foundation for recommendation for curriculum changes.
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 College utilizes the input of advisory groups for every program offered. The advisory groups are composed of local professionals in that field. The groups meet at least once a year to review curriculum. Current students and alumni provide input through classroom evaluations, the CCSSE, and other surveys. The College Board of Visitors represents various community stakeholders.
The Perkins Coordinator (who is also the Dean of Learning) provides information to the academic division chairs and to student support services about the requirements of Perkins.
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.
Part of UACCB’s ongoing review of programming is to insure that the program justifies the expenditure of College resources. For the past year, UACCB has been developing a marketing plan which it intends to use to more effectively reach students
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
The College is committed to student success and meeting community needs. To this end it seeks to leverage its resources to ensure the best mix of programming possible to impact the largest number of students.
The College’s assessment program is quite comprehensive and has been in place for many years under the direction of the Coordinator of Planning and Assessment. The assessment program reviews student learning outcomes at the course and program level and uses input from students, alumni, and employers. Data is reviewed annually.
However, with new leadership, a new student information system and the requirements of PIV, this is the appropriate time to evaluate the assessment cycles and planning processes to insure that students’ needs are met with the best use of college resources.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
UACCB will develop a plan to address the needs of special populations. As part of the gap analysis, UACCB will determine the best ways to identify and track these students.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
As part of the curriculum review process, methods for promoting nontraditional fields will be developed.
15. Describe how career guidance and academic counseling will be provided to CTE students, including linkages to baccalaureate and above education or other training opportunities.
All students have an academic advisor. As new students they are assigned to the First Year Experience Program; after that, they are transferred to faculty advisors in their field of study. Career guidance is provided to all students through the career counselor.
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.
UACCB will provide professional development for its CTE adjunct faculty focused on improving teaching skills.
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.
UACCB has almost completed the conversion of its student information system. The multi-year conversion process has prompted the review and revision of numerous procedures and has highlighted the need for complete, valid and reliable data. The new information system has the capacity to provide data in a more timely and user-friendly manner than the previous system. During the transition year, UACCB will validate data for CTE students and programs and design and train on a data-retrieval system. In addition UACCB will design a method for identifying and tracking all of the categories of special populations.
