College Name: University of Arkansas Community College at Hope
1. Describe the Local Recipient
Institution/Consortium Name
Univ. of Arkansas Community College @ Hope
President/Chancellor Name
Dr. Charles L. Welch
Email of Fiscal Agent Institution
Charles.Welch@uacch.edu
Chief Financial Officer Name
Mr. Jerald Barber
Email of Fiscal Agent Institution
Jerald.Barber@uacch.edu
Perkins Coordinator Name
Mrs. Cindy Lance
Perkins Coordinator Email
Cindy.Lance@uacch.edu
Phone of Fiscal Agent Institution
(870) 777-5722
2. Describe the Consortium
Institution Name:
Not applicable
President/Chancellor Name:
Not applicable
President/Chancellor Email:
Not applicable
Chief Financial Officer Name:
Not applicable
Chief Financial Officer Email:
Not applicable
Perkins Coordinator Name:
Not applicable
Perkins Coordinator Email:
Not applicable
Perkins Coordinator Phone:
Not applicable
3. Describe the process used to develop the local transition plan.
On May 9, Cindy Lance, Perkins Coordinator, met with the UACCH Academic Leadership, a group composed of VCA, Deans, Librarian, and Continuing Education and Industry Outreach Coordinator, to explain terminology and concepts unique to the Perkins IV Authorization. The Academic Leadership members were instrumental in determining ways in which the institution is currently meeting the required uses of Perkins funds. Worksheets were distributed to the three main CTE deans (Allied Health, Business Technology and Technical & Industrial) to determine prospective areas of usage for Perkins funding. The Perkins Team met on June 5 to prioritize needs and compile a master plan to utilize Perkins funds to improve CTE students’ performance in core indicators. Additionally the Perkins Team determined the direction to take in the Transition Year to address data quality control.
Perkins Team Members:
Vice Chancellor for Academics: Jennifer Methvin
Perkins Coordinator: Cindy Lance
Controller: Kelly Brzeski
Director of Financial Aid: Judy Anderson
Student Services: Eddra Phillips
Allied Health, Dean: Laura Massey
Business Technology Dean: Willie Buck
Technical & Industrial, Dean: Randy Sanders
Registrar: Diana Syata
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
UACCH will continue to integrate academics into CTE programs by maintaining courses in the Business Technology AAS degree that specifically address math and English skills in business settings. Information Technology AAS degree includes a course in technical writing that incorporates industry topics. The LPN program measures its students’ math skills; if a student receives a low score, he/she is required to enroll in Introduction to Math for Nursing.
UACCH will continue to improve and expand the offerings available to secondary students through concurrent credit, articulated credit and Compressed Interactive Video (CIV) classes.
Workshops are provided by the Southwest Arkansas Education Coop. UACCH facilities are used for new teacher workshops for area public school teachers.
UACCH plans to establish at least one formal CTE program of study with a secondary school in our service by Spring 2008. Currently we are exploring the creation of a POS with Mineral Springs High School in the area of Agriculture. A SWEPCO power plant has been approved for construction in the area close to Mineral Springs. UACCH and SWEPCO have discussed offering courses that will meet the future needs of the employees of this plant. Other secondary schools will be consulted and formal POSs will be considered in other career areas as well.
We applied for a Secondary Career Center, but due to lack of funding, the state did not fund any new career centers. UACCH plans to apply again in two years during the next legislative session.
UACCH has well-established clinical practicum built into its Allied Health programs. Students gain experience in actual health-related situations while under the direction and guidance of medical personnel and faculty. The Trade and Industrial (T & I) programs such as Diesel Technology, HVAC and Industrial Technology utilize internships in all areas based on student interest. Information Systems Technology also employs an internship program with area businesses. In the past, Criminal Justice students have worked under the supervision of a local attorney. UACCH will continue to provide CTE students with these work-based learning experiences.
UACCH will continue to improve and expand the technology utilized by CTE teachers, faculty and administrators through Webber (online instruction), UA Online Consortium, electronic grade books and electronic course/instructor evaluations. UACCH will continue to provide in-service to all personnel on technology topics such as online instruction, electronic grade books, MS:Office applications and SoftChalk software, as well as other topics related to the ever-changing technological needs of our society. A technology coordinator is available to provide faculty with one-on-one instruction for any technology-related issue they may encounter during the semester.
UACCH business computer labs utilize the most up-to-date software and hardware to prepare our graduates for employment. T & I programs utilize the PLC labs to provide students with technical skills training in areas such as load calculations. Perkins funding has been instrumental in improving our institution’s technology to keep up with the changes taking place in business and industry.
UACCH will continue to send faculty to conferences and professional development workshops such as National Association of Developmental Education, League for Innovations, National Business Education Association and NACTEI. Faculty will continue to integrate ideas learned at these professional development activities into their classrooms to improve instruction of CTE students. UACCH will continue to develop opportunities for faculty to present and/or attend professional development activities, both on and off campus, that will improve online instruction, online course development, computer applications, as well as training on program-specific application of technology and teaching skills such as learning communities.
UACCH plans to use Perkins funding to provide Professional Development activities that will allow CTE instructors the opportunity to visit various institutions and attend conferences to explore ways to improve core indicators addressed in PIV. We will seek to find best practices in how to improve technical skills attainment, credential attainment, placement and how to increase the number of nontraditional participants and nontraditional credential attainment. Incorporating 3rd party testing into capstone courses and/or graduation requirements will be explored as a means to effectively measure technical skills attainment. Without a tie-in to their degrees, results from outsourced testing could be an ineffective measure of attainment.
UACCH has initiated two new programs in Business Technology: Information Systems Technology and Medical Office Management. In the Allied Health area, we have reestablished the EMT/Paramedic program. UACCH is looking at the possibility of initiating a RN program. Technology currently in use in CTE programs includes LCD projectors to instruct students, computers capable of utilizing the most up-to-date versions of software in the Business Technology labs and PLC trainers in the T & I labs. As more modern technology becomes available, UACCH will seek to incorporate new skills into its current CTE programs.
Based on the 2005-2006 Perkins Phase I Data Summary, at UACCH the LPN program (51.1613) constitutes 43.7% of our total number of CTE students. We will continue to provide services and activities that are appropriately proportioned to benefit this group of students, while still emphasizing improvements to all other CTE programs. For the upcoming year, 64.5% of the Perkins funding is being applied to an activity that will impact all LPN students. While Heating, Ventilation and Air Conditioning (47.0201) students only make up 3.3% of total CTE students, the HVAC students will benefit from 11% of the Perkins funds.
UACCH will also continue to improve new programs to allow them the opportunity to grow and expand. Information Systems Technology (11.0101) is a new program for our campus; we are applying $2,800 (3.8%) to purchase diagnostic software that will improve technical skills as well as better prepare the graduates for employment. Medical Office Management (51.0705) is another new program; we will purchase new transcription machines ($5,200, 7.1%) to train students with improved technology.
Career Pathways Initiative (CPI) provides special populations the opportunity to learn skills that will lead to students’ being self-sufficient.
The majority of CTE programs offer Certificates of Proficiency, Technical Certificates and Associates of Applied Science degrees in various areas which address the need for special populations to either stop with a CP or continue to receive an AAS degree. These certificates and degrees are designed so that a student can seamlessly continue or terminate and still have a skill set that will make them more employable.
Single-Parent Scholarships are offered to allow students from this special population the financial means to seek skills necessary to become self-sufficient.
Permissive Use of Funds
5. Describe how CTE activities will be carried out in order to meet state and local levels of performance. (See Appendix B for description of accountability measures.)
a) 1P1-Technical Skill Attainment (pending state decision on measurement)
Purchase SIMMAN mannequin and software. Simulation technology provides hands on experience for nurses without putting real patients at risk. By providing true to life scenarios, students will more likely master skills and identify risks for patients. This, in turn, will improve knowledge and critical thinking skills necessary for success. This success will be evaluated by a 3rd party evaluation known as Educational Resources.
Purchase transcription machines and CDs. New transcription machines and CDs will help to improve the transcribing skills of students in the Medical Office Management program who currently use cassette tapes that are difficult to understand and machines that are outdated.
Purchase information technology training software. The software will improve students' abilities to diagnose and address situations relevant to basic computer maintenance, repair, assembly and troubleshooting in information systems technology. Also, students will improve their abilities to configure an operating system to work with the hardware.
Construct HVAC training simulator. Air conditioning and refrigeration systems can be set up and run under different climatic conditions so that students can increase their knowledge and skill in, differentiating between climatic and mechanical problems, diagnosing the different types of mechanical problems related to air conditioning and refrigeration, and installing and maintaining air conditioning and refrigeration systems.
b) 2P1-Credential Attainment (Certificates and Degrees)
The deans over CTE programs are instrumental in tracking the students enrolled in these programs to ensure a high percentage receive certificates and/or degrees. Based on the data summary charts, UACCH had 10/13 CTE programs with completion rates above the state target for completion in 2005-2006. The largest CTE programs are meeting and/or exceeding the previous state target. If the percentages fall below the state target levels for more than 3 CTE programs, UACCH will consider using Perkins funding to address the need for improvements
c) 3P1-Student Retention and Transfer
Currently UACCH addresses the issue of retention through close relationships between CTE faculty and staff. We employ a course evaluation process that involves student feedback for each course and instructor. We utilize an assessment of each course so all faculty can measure how well each course’s objectives are being met as well as retention rates and success rates. This information is distributed in a timely manner to allow faculty the opportunity to address negative feedback and low assessments in grades/objectives. Good relationships also allow faculty and staff to learn about non-academic reasons why students consider withdrawing from a course or program.
UACCH has a mandatory College Life Skills for students scoring below college level in math and English. The success rate for students completing this course has positively impacted the overall campus retention rate.
UACCH employs a transfer counselor who assists all students in the transfer process to other institutions. She is currently working on a presentation to show all students how to use the ACTS website to determine on their own which UACCH courses correspond to similar courses at other institutions.
d) 4P1-Student Placement
The deans of CTE programs are heavily involved in the process of student placement. Data from 2005-2006 indicate that only 2/15 CTE programs fell short of the state target. Those programs that fell short had small numbers overall; therefore a few students had a large impact on the overall percentages. UACCH employs a placement office where job notices are kept up-to-date. Also, a database is currently being used to match students to employment needs.
e) 5P1-Nontraditional Participation
According to the 2005-2006 data summary information, UACCH has exceeded the state target in nontraditional participation for the past 5 years. We will continue to address nontraditional participation through marketing campaigns that include male LPN students and female T & I students. We will also continue to offer continuing education courses such as decorative welding to encourage nontraditional students to take course CTE courses relevant to their areas of interest.
f) 5P2-Nontraditional Credential Attainment
In developing programs of study with secondary schools in the area, UACCH plans to address the subject of nontraditional credential attainment. We feel that if nontraditional students are reached early in the secondary education process, they will be more likely to continue that education at the post-secondary level. Marketing strategies will continue to utilize the nontraditional students in advertising campaigns as well.
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.
UACCH will continue to improve and expand the offerings available to secondary students through concurrent credit, articulated credit and Compressed Interactive Video (CIV) classes.
Workshops are provided by the Southwest Arkansas Education Coop. UACCH facilities are used for new teacher workshops for area public school teachers.
UACCH plans to establish at least one formal CTE program of study with a secondary school in our service by Spring 2008. Currently we are exploring the creation of a POS with Mineral Springs High School in the area of Agriculture. A SWEPCO power plant has been approved for construction in the area close to Mineral Springs. UACCH and SWEPCO have discussed offering courses that will meet the future needs of the employees of this plant. Other secondary schools will be consulted and formal POSs will be considered in other career areas as well.
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.
UACCH will continue to integrate academics into CTE programs by maintaining courses in the Business Technology AAS degree that specifically address math and English skills in business settings. Information Technology AAS degree includes a course in technical writing that incorporates industry topics. The LPN program measures its students’ math skills; if a student receives a low score, he/she is required to enroll in Introduction to Math for Nursing.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
UACCH has well-established clinical practicum built into its Allied Health programs. Students gain experience in actual health-related situations while under the direction and guidance of medical personnel and faculty. The Trade and Industrial (T & I) programs such as Diesel Technology, HVAC and Industrial Technology utilize internships in all areas based on student interest. Information Systems Technology also employs an internship program with area businesses. In the past, Criminal Justice students have worked under the supervision of a local attorney. UACCH will continue to provide CTE students with these work-based learning experiences.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
UACCH will continue to send faculty to conferences and professional development workshops such as National Association of Developmental Education, League for Innovations, National Business Education Association and NACTEI. Faculty will continue to integrate ideas learned at these professional development activities into their classrooms to improve instruction of CTE students. UACCH will continue to develop opportunities for faculty to present and/or attend professional development activities, both on and off campus, that will improve online instruction, online course development, computer applications, as well as training on program-specific application of technology and teaching skills such as learning communities.
UACCH utilizes ESP company for data submission. As our campus started using a new component last year, several staff members attended professional development specific to the new software. As new personnel are hired and/or changes occur, professional development will be offered to all staff instrumental in the processing of CTE data including data submission and financial issues.
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.
On May 9, 2007, Cindy Lance, Perkins Coordinator, met with the UACCH Academic Leadership, a group composed of VCA, Deans, Librarian, and Continuing Education and Industry Outreach Coordinator, to explain terminology and concepts unique to the Perkins IV Authorization. The Academic Leadership members were instrumental in determining ways in which the institution is currently meeting the required uses of Perkins funds. Worksheets were distributed to the three main CTE deans (Allied Health, Business Technology and Technical & Industrial) to determine prospective areas of usage for Perkins funding. The Perkins Team met on June 5 to prioritize needs and make decisions as to how to utilize Perkins funds to improve CTE students’ performance in core indicators. Additionally the Perkins Team determined the direction to take in the Transition Year to address data quality control.
The chancellor and all three vice chancellors are continuously informed by the Perkins coordinator about the changes taking place in PIV. All deans are members of the Academic Leadership and those deans over CTE programs are also members on the Perkins Team. The deans are responsible for informing their faculty members about the requirements of Perkins. CTE faculty are crucial to teaching students the skills necessary to meet not only Perkins guidelines, but also, the requirements necessary to be successful in the field in which they are employed. Advisory councils are in place to keep the business and industry leadership informed annually.
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.
Based on the 2005-2006 Perkins Phase I Data Summary, at UACCH the LPN program (51.1613) constitutes 43.7% of our total number of CTE students. We will continue to provide services and activities that are appropriately proportioned to benefit this group of students, while still emphasizing improvements to all other CTE programs. For the upcoming year, 64.5% of the Perkins funding is being applied to an activity that will impact all LPN students. While Heating, Ventilation and Air Conditioning (47.0201) students only make up 3.3% of total CTE students, the HVAC students will benefit from 11% of the Perkins funds.
UACCH will also continue to improve new programs to allow them the opportunity to grow and expand. Information Systems Technology (11.0101) is a new program for our campus; we are applying $2,800 (3.8%) to purchase diagnostic software that will improve technical skills as well as better prepare the graduates for employment. Medical Office Management (51.0705) is another new program; we will purchase new transcription machines ($5,200, 7.1%) to train students with improved technology.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
UACCH plans to use Perkins funding to provide Professional Development activities that will allow CTE instructors the opportunity to visit various institutions and attend conferences to explore ways to improve core indicators addressed in PIV. We will seek to find best practices in how to improve technical skills, credential attainment, placement and how to increase number of nontraditional participants and nontraditional credential attainment. Incorporating 3rd party testing into capstone courses and/or graduation requirements will be explored as a means to effectively measure technical skills attainment.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
Career Pathways Initiative (CPI) provides special populations the opportunity to learn skills that will lead to students’ being self-sufficient. The majority of CTE programs offer Certificates of Proficiency, Technical Certificates and Associates of Applied Science degrees in various areas which addresses the need for special populations to either stop with a CP or continue to receive an AAS degree. These certificates and degrees are designed so that a student can seamlessly continue or terminate and still have a skill set that will make them more employable. Single-Parent Scholarships are offered to allow students from this special population the financial means to seek skills necessary to become self-sufficient.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
UACCH is in the process of establishing a program of study with area secondary schools. We will be promoting and marketing examples of students in nontraditional fields at the high school level. We have utilized male nursing students in marketing efforts and plan to continue this effort, possibly expanding to include one of our female welding students also. The subject of promoting non-traditional fields will be investigated through Professional development activities.
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.
UACCH employs a placement office secretary (funded through Perkins money) and a transfer counselor in the TRiO program. The placement office offers testing on inventory analysis, provides students information concerning job openings, and maintains a database to help with job placement. Allied Health and Trade & Industrial students work closely with their CTE instructors/advisors to find job openings. The transfer counselor is currently planning to present sessions for all students on the subject of the ACTS website to assist students who plan to continue their education at other institutions. UACCH works closely with SAU and HSU to be sure students graduating with AAT degrees are meeting the requirements of the teacher education programs at these institutions. Student Support Services is available to all students who need assistance with academic counseling and tutoring.
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 CTE teachers and faculty come to UACCH from varied backgrounds. We are in the process of establishing courses in the areas of transportation and logistics. Instructors from business and industry will be recruited to teach in these areas. Our continuing education classes involve not only UACCH instructors, but individuals from area businesses as well. Instructors coming to UACCH from business and industry are encouraged to take additional courses to obtain the degrees necessary to teach. With the construction of the SWEPCO power plant, certification in various areas will be addressed by educating faculty through additional coursework and/or professional development to be able to certify students to meet the industry’s employment requirements. UACCH plans to develop a formal strategy to recruit and retain CTE faculty and support staff addressing the transition from business and industry.
17. Describe how funds will be distributed among consortium members, if appropriate.
NOT APPLICABLE
18. Describe how the local recipient will report data that is complete, accurate, and reliable.
The Office of Student Enrollment will continue to follow the SIS manual for data submission to ADHE. UACCH has consulted Dan Thomas at ESP to be sure data collection and submission is consistent with updated requirements set forth in the PIV legislation.
