College Name: University of Arkansas Community College at Morrilton
1. Describe the Local Recipient
Institution/Consortium Name
University of Arkansas Community College at Morrilton
President/Chancellor Name
Nathan Crook
Email of Fiscal Agent Institution
birkner@uaccm.edu
Chief Financial Officer Name
Dr. Linda Birkner
Email of Fiscal Agent Institution
birkner@uaccm.edu
Perkins Coordinator Name
Martha Gattin
Perkins Coordinator Email
gattin@uaccm.edu
Phone of Fiscal Agent Institution
501-977-2006
2. Describe the Consortium
Institution Name:
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President/Chancellor Name:
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President/Chancellor Email:
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Chief Financial Officer Name:
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Chief Financial Officer Email:
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Perkins Coordinator Name:
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Perkins Coordinator Email:
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Perkins Coordinator Phone:
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3. Describe the process used to develop the local transition plan.
The members of the Perkins transition plan development team are:
Thomas Flowers Vice Chancellor for Instruction
Teresa Cash Director of Financial Aid
Susan Dewey Director of Admissions
Wanda Hensley Registrar
Dawn Fitch Accountant
Diana Arn Division Chair, Humanities, Social Sciences, and Mathematics
Marilyn Thomas Division Chair, Health and Science
Martha Gattin Perkins Coordinator/Division Chair, Professional Services and Applied Tech.
The team reviewed the guidelines for the Perkins IV transition plan to gain a better overall understanding of the law. Each team member then concentrated on their responsibilities related to Perkins. The Chairs reviewed input from their departments concerning program needs and goals. The Chairs, Vice Chancellor, and Director of Admissions spent time discussing the needs of all our technical programs. After reviewing needs and available data, we determined the areas in which we could make the greatest impact.
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
Our Technical Math and Technical Communications are both taught by instructors in the appropriate academic departments. Those instructors seek information and examples from the technical faculty in order to make sure the material they teach is relevant. A Physical Geology class was added with initial offering in fall 2007 to expand the science offerings for Petroleum Technology and Surveying students. Each of our CTE AAS degree programs also require a social science course taught by academic faculty. Academic courses are used as electives or as required courses in many of our technical programs.
We currently have articulations agreements with area high schools and career centers in Business, Automotive Technology (47.0604), Auto Collision Repair (47.0603), Drafting (15.1301), and Computer Information Systems (11.0101, 15.1202). This is an important area that we need to improve. We will review and revise our processes for the implementation and management of agreements. Our faculty will visit with secondary faculty to tour their programs, discuss program competencies, course competencies, and the sequencing of courses from ninth grade through the associate degree level. A second visit will bring the secondary faculty to the college campus to tour our programs. These visits will result in programs of study/career pathways being developed and articulation agreements completed. Visits will be made and articulation agreements will be developed with four-year schools/universities when appropriate. All the above programs will review and expand at least two of their articulation agreements and will work on the complete programs of study. Petroleum technology (15.0903) will develop articulation agreements with at least two secondary centers. Petroleum Technology will also investigate articulation agreements with at least two four-year colleges. One complete plan of study will be developed and completed for Petroleum Technology.
Our students in Business, CIS, Graphic Design, Surveying, Air Conditioning and Refrigeration, and Petroleum Technology have the opportunity for internships which earn them three hours of credit. Some of the internships in Petroleum allow students to rotate between several types of jobs giving them the opportunity for a broader view of the industry. Instructors are encouraged to visit businesses and industry related to their field. Many of our introductory courses provide an overview of all parts of the industry. One of our petroleum instructors has been taking one day to work in the field each week to improve his knowledge of the field and thus his instruction in the classroom. Several of our programs make excellent use of guest speakers from industry, which give students a different and broader perspective of their field of study.
(a) Perkins funds will be used to purchase test equipment which will enable the Automotive Technology students to test the computers on newer model cars. This is an essential skill for students entering the workforce.
(b) The opportunities for our Surveying graduates are very strong because of natural gas exploration and production in the service area. To take advantage of these opportunities the students must be trained with GPS equipment that has the RTK system. Perkins funds will be used to buy this equipment.
(c) New equipment will be added to the Petroleum Technology program to provide students with more hands on experience.
(d) A Physical Geology class was added with initial offering in fall 2007 to expand the science offerings for Petroleum Technology and Surveying students.
(e) We will provide training on Microsoft Office 2007 so that CTE faculty will make the best use of the software in the classroom and in class preparation. WebCT training and assistance will be provided to faculty developing online courses.
(f) We will set aside two slots each semester in the Educational Technology class for faculty.
Opportunities will be provided for CTE faculty to attend national conferences, seminars, and/or trade shows to assist them with staying current in their field. This provides faculty with new ideas and knowledge of new technologies that they will share with fellow instructors and with their students. Upon return from a conference the attendee will provide documentation on how they will use the knowledge in the classroom and/or provide training for other faculty and staff. Training on Microsoft Office 2007 will be offered to CTE related faculty and staff. We will provide in-service training on workplace readiness, technical skills, and/or poverty issues.
Each CTE program completes an annual assessment report. The assessment report includes data from direct measures such as department exams, NOCTI tests, and other industry recognized exams. It also includes indirect measures such as the Noel-Levitz Student Satisfaction Inventory, graduate surveys, and employer surveys. The data gleaned from each of these assessments, direct and indirect, are analyzed and the results used to improve the programs. The advisory committees meet each year and provide recommendations for updating and improving the programs. Each CTE program has a full program review as required by ADHE on a regular basis.
Business office technology students will be using the latest version of Microsoft Office. The drafting students will be using the 2008 version of the AutoCAD software. The surveying students will be using GPS systems with RTK technology. The Automotive Technology students will be using new modern test equipment which will test the computers on recent model vehicles. A multimedia projector and computer will be added to the Automotive Technology classroom with internet access. New equipment will be added to the Petroleum Technology program to expand the hands on experience for students. Students will also receive training using new simulation software. The Petroleum program will be working on the expansion of their program to include an AAS in Petroleum Engineering Technology and the first year of an engineering degree with an emphasis in petroleum.
Our work with area high schools and career centers on developing articulation agreements and career pathways/programs of study will have an impact on a wide range of programs. The process that is developed will be maintained and continued over many years. Our CTE retention/recruitment coordinator will assist in developing the relationships with secondary CTE teachers and secondary students. Students who have a clear career plan, leave high school with some college credits completed, and already have a relationship with a postsecondary institution are more likely to be successful college students.
The Petroleum Technology program is growing at a rapid pace and the activities in expanding the program, adding equipment, acquiring simulation software, and developing a geology lab will affect a significant number of students.
Our Automotive Technology and Surveying programs are both strong programs and adding equipment to enhance those programs will enable them to continue to grow and produce excellent employees.
Our retention/recruitment coordinator has broad reaching influence across all of our technical programs.
We are beginning the Career Pathways program in July 2007. This will enable us to meet the needs of many of our special populations. Career counseling and personal counseling are available to special populations. During career counseling high skill, high wage, and high demand occupations will be described. Although Perkins funds will not be spent on developmental we are revising our developmental areas to make it easier for student to more quickly move up to college level work. In this process we will use Compass diagnostics to identify their deficiencies and then use KeyTrain and Plato along with regular developmental courses to alleviate the deficiencies. These students will also be provided the opportunity to take the WorkKeys assessment which will provide them with the appropriate gold, silver, or bronze workforce readiness certificate from the state. This along with a college degree or certificate in a high skill, high wage, high demand field should assure that they are ready for the workforce.
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)
Pending state decision on the assessment instrument.
b) 2P1-Credential Attainment (Certificates and Degrees)
Opportunities will be provided for CTE faculty to attend national conferences, seminars, and/or trade shows to assist them with staying current in their field. This provides faculty with new ideas and knowledge of new technologies that they will share with fellow instructors and with their students. Upon return from a conference the attendee will provide documentation on how they will use the knowledge in the classroom and/or provide training for other faculty and staff. Training on Microsoft Office 2007 will be offered to CTE related faculty and staff. We will provide in-service training on workplace readiness, technical skills, and/or poverty issues. Professional development activities in the areas described keep the faculty excited and energized, improve their technical knowledge, and help them better understand students. Each of these from different perspectives will help the students complete their credential.
We will review and revise our processes for the implementation and management of articulation agreements. Our faculty will visit with secondary faculty to discuss programs, course competencies, and the sequencing of courses from ninth grade through the associate degree level. These visits will result in career pathways/programs of study with multiple stop out points being developed and articulation agreements completed. Visits will be made and articulation agreements will be developed with four-year schools/universities when appropriate. Students who have a clear career plan, leave high school with some college credits completed, and already have a relationship with a postsecondary institution are more likely to be successful college students.
We are beginning the Career Pathways program in July 2007. This will enable us to meet the needs of many of our special populations. Career counseling and personal counseling are available to special populations. During career counseling high skill, high wage, and high demand occupations will be described. Although Perkins funds will not be spent on developmental we are revising our developmental areas to make it easier for student to more quickly move up to college level work. In this process we will use Compass diagnostics to identify their deficiencies and then use KeyTrain and Plato along with regular developmental courses to alleviate the deficiencies. All of these activities will assist students in choosing appropriate career goals, in handling financial and personal issues that are distracters, and completing developmental work. Thus this will help students to remain in their programs and complete their certificate or degree.
c) 3P1-Student Retention and Transfer
We will review and revise our processes for the implementation and management of articulation agreements. Our faculty will visit with secondary faculty to discuss programs, course competencies, and the sequencing of courses from ninth grade through the associate degree level. These visits will result in career pathways/programs of study with multiple stop out points being developed and articulation agreements completed. Visits will be made and articulation agreements will be developed with four-year schools/universities when appropriate. Students who have a clear career plan, leave high school with some college credits completed, and already have a relationship with a postsecondary institution are more likely to be successful college students.
The Petroleum program will be working on the expansion of their program to include an AAS in Petroleum Engineering Technology and the first year of an engineering degree with an emphasis in petroleum. This will provide students with more opportunities for transferring to a four-year college. We will be adding equipment in the Petroleum program that will provide students with hands-on experience. Keeping students involved in some hands-on activities keeps them engaged and excited about the material they are studying. Simulation software will also be added to aid the students in understanding the concepts. The addition of the Physical Geology course with a lab will provide students with a strong academic course that is related to their field of study.
We are beginning the Career Pathways program in July 2007. This will enable us to meet the needs of many of our special populations. Career counseling and personal counseling is available to special populations. During career counseling high skill, high wage, and high demand occupations will be described. Although Perkins funds will not be spent on developmental we are revising our developmental areas to make it easier for student to more quickly move up to college level work. In this process we will use Compass diagnostics to identify their deficiencies and then use KeyTrain and Plato along with regular developmental courses to alleviate the deficiencies. All of these activities will assist students in choosing appropriate career goals, in handling financial and personal issues that are distracters, and completing developmental work. Thus this will help students to remain in their programs and complete their certificate or degree.
We have a large number of pre-nursing students and only a small percentage of them enter the nursing programs. A study will be completed this year to determine what is happening to the students who do not make it into the nursing program. Data will be collected and analyzed. Plans will be put into place the following year based on the results of the study.
d) 4P1-Student Placement
New test equipment will be purchased which will enable the Automotive Technology students to test the computers on newer model cars. Students with experience with this equipment will have better opportunities for employment in large automotive repair shops.
The opportunities for our Surveying graduates are very strong because of natural gas exploration and production in the service area. To take advantage of these opportunities the students must be trained with GPS equipment that has the RTK system.
Our students in Business, CIS, Graphic Design, Surveying, Air Conditioning and Refrigeration, and Petroleum Technology have the opportunity for internships which earn them three hours of credit. Some of the internships in Petroleum allow students to rotate between several types of jobs giving them the opportunity for a broader view of the industry and more contacts in the industry. The internships provide students with a better knowledge of the industry, contacts within the industry, and work experience to include in their resume. They also frequently turn into full-time jobs for students when they complete their degree. Instructors are encouraged to visit businesses and industries related to their field which develops relationships and helps provide employment opportunities for program completers.
Our Business department already has in place a three hour Professional Development class. For those students who cannot take advantage of this course, our counselor will develop and present to our CTE students short sessions on job search techniques, resume writing, and interviewing.
e) 5P1-Nontraditional Participation
Our retention/recruitment coordinator will promote nontraditional fields in the area high schools and career centers. Other activities which provide opportunities to promote nontraditional fields include the annual majors fair, applied tech career fair, and new student orientation. More opportunities and methods of promoting non-traditional fields will be developed during the year.
f) 5P2-Nontraditional Credential Attainment
We will review and revise our processes for the implementation and management of articulation agreements. Our faculty will visit with secondary faculty to discuss programs, course competencies, and the sequencing of courses from ninth grade through the associate degree level. These visits will result in career pathways/programs of study with multiple stop out points being developed and articulation agreements completed. Visits will be made and articulation agreements will be developed with four-year schools/universities when appropriate. Our nontraditional student who have a clear career plan, leave high school with some college credits completed, and already have a relationship with a postsecondary institution are more likely to be successful in their chosen program and complete their certificate or degree.
We are beginning the Career Pathways program in July 2007. This will enable us to meet the needs of many of our special populations. Career counseling and personal counseling are available to special populations. During career counseling high skill, high wage, and high demand occupations will be described. Although Perkins funds will not be spent on developmental, we are revising our developmental areas to make it easier for student to more quickly move up to college level work. In this process we will use Compass diagnostics to identify their deficiencies and then use KeyTrain and Plato along with regular developmental courses to alleviate the deficiencies. All of these activities will assist students in choosing appropriate career goals, in handling financial and personal issues that are distracters, and completing developmental work. Thus this will help students to remain in their programs and complete their certificate or degree.
Our counselor will monitor the nontraditional students who are not in the Career Pathways program to provide them with the extra support they may need as a nontraditional in their technical program. Instructors and advisors will also provide support and encouragement for the nontraditional students.
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.
We currently have articulations agreements with area high schools and career centers in Business, Automotive Technology (47.0604), Auto Collision Repair (47.0603), Drafting (15.1301), and Computer Information Systems (11.0101, 15.1202). This is an important area that we need to improve. We will review and revise our processes for the implementation and management of agreements. Our faculty will visit with secondary faculty to tour their programs, discuss program competencies, course competencies, and the sequencing of courses from ninth grade through the associate degree level. A second visit will bring the secondary faculty to the college campus to tour our programs. These visits will result in programs of study/career pathways being developed and articulation agreements completed. Visits will be made and articulation agreements will be developed with four-year schools/universities when appropriate. All the above programs will review and expand at least two of their articulation agreements and will work on the complete programs of study.. Petroleum technology (15.0903) will develop articulation agreements with at least two secondary centers. Petroleum Technology will also investigate articulation agreements with at least two four-year colleges. One complete plan of study will be developed and completed for Petroleum Technology.
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.
Our Technical Math and Technical Communications are both taught by instructors in the appropriate academic departments. Those instructors seek information and examples from the technical faculty in order to make sure the material they teach is relevant. A Physical Geology class was added with initial offering in fall 2007 to expand the science offerings for Petroleum Technology and Surveying students. Each of our CTE AAS degree programs also require a social science course taught by academic faculty. Academic courses are used as electives or as required courses in many of our technical programs.
8. Describe how activities will provide students with strong experience in and an understanding of all aspects of an industry.
Our students in Business, CIS, Graphic Design, Surveying, Air Conditioning and Refrigeration, and Petroleum Technology have the opportunity for internships which earn them three hours of credit. Some of the internships in Petroleum allow students to rotate between several types of jobs giving them the opportunity for a broader view of the industry. Instructors are encouraged to visit businesses and industry related to their field. Many of our introductory courses provide an overview of all parts of the industry. One of our petroleum instructors has been taking one day to work in the field each week to improve his knowledge of the field and thus his instruction in the classroom. Several of our programs make excellent use of guest speakers from industry. The speakers give students a different and broader perspective of their field of study.
9. Describe how comprehensive professional development for CTE, academic, guidance and administrative personnel will be provided.
Opportunities will be provided for CTE faculty to attend national conferences, seminars, and/or trade shows to assist them with staying current in their field. This provides faculty with new ideas and knowledge of new technologies that they will share with fellow instructors and with their students. Faculty will have to apply giving the expected benefits of the event before being considered for travel. Upon return from the event the attendee will provide documentation on how they will use the knowledge in the classroom and/or provide training for other faculty and staff. We will provide in-service training for all faculty, guidance counselors, and administrative personnel on workplace readiness, technical skills, and/or poverty 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.
All of our CTE programs have advisory committees made up of people from business and industry. These individuals review our programs and make suggestions on curriculum changes and equipment needs each year. During the spring advisory meeting we will make a presentation on Perkins IV to the entire group with follow up discussion in individual meetings. Faculty, in each CTE program, work together along with their division chair in the development, implementation and evaluation of their programs. Each program does an annual assessment report which provides an opportunity for reflection and evaluation of the program. The assessment report is reviewed by the division chair and the vice chancellor for academic services.
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.
Our work with area high schools and career centers on developing articulation agreements and career pathways/programs of study will have an impact on a wide range of programs. The process that is developed will be maintained and continued over many years. Our CTE retention/recruitment coordinator will assist in developing the relationships with secondary CTE teachers and secondary students. Students who have a clear career plan, leave high school with some college credits completed, and already have a relationship with a postsecondary institution are more likely to be successful college students.
The Petroleum Technology program is growing at a rapid pace and the activities in expanding the program, adding equipment, acquiring simulation software and developing a geology lab will affect a significant number of students.
Our Automotive Technology and Surveying programs are both strong programs and adding equipment to enhance those programs will enable them to continue to grow and produce excellent employees.
Our retention/recruitment coordinator has broad reaching influence across all of our technical programs.
12. Describe the process that will be used to evaluate and continuously improve performance of CTE programs.
Each CTE program completes an annual assessment report. The assessment report includes data from direct measures such as department exams, NOCTI tests, and other industry recognized exams. It also includes indirect measures such as the Noel-Levitz Student Satisfaction Inventory, graduate surveys, and employer surveys. The data gleaned from each of these assessments, direct and indirect, are analyzed and the results used to improve the programs. The advisory committees meet each year and provide recommendations for updating and improving the programs. Each CTE program has a full program review as required by ADHE on a regular basis. Faculty members are evaluated each year for the first three years and every three years after the third year. The evaluation is composed of a supervisor classroom visit, peer evaluations, student evaluations, non-classroom evaluation, and a portfolio containing syllabus, examples of student work, tests, etc.
13. Describe how the institution will address the needs of special populations enrolled in CTE programs.
We are beginning the Career Pathways program in July 2007. This will enable us to meet the needs of many of our special populations. Career counseling and personal counseling are available to special populations. During career counseling high skill, high wage, and high demand occupations will be described. Although Perkins funds will not be spent on developmental we are revising our developmental areas to make it easier for student to more quickly move up to college level work. In this process we will use Compass diagnostics to identify their deficiencies and then use KeyTrain and Plato along with regular developmental courses to alleviate the deficiencies. One hour workshops on topics such as career choices, job skills, study skills, and test taking will be provided at convenient times for students.
Our counselors will work with special population students who are not in Career Pathways to assist them with leaning how to manage the many issues they may be facing. For example, displaced homemakers may need guidance on issues such as how to study, manage their time, and self-esteem. We do not currently have an ESL program but we are working on a plan to provide tutoring and special assistance to Spanish speaking students through our counseling office. The campus has been evaluated and modification made so that all buildings are handicap accessible and there are no physical barriers to hinder movement between buildings. Wheelchair accessible tables and computer stations are available and can be provided in any classroom.
We will analyze the data that we collect during 2007-2008 for special populations such as G.P.A. and retention to determine if there are needs that we aren’t currently addresses.
14. Describe how funds will be used to promote preparation for nontraditional fields. (See Appendix D for nontraditional fields.)
Our retention/recruitment coordinator will promote nontraditional fields in the area high schools and career centers. Other activities which provide opportunities to promote nontraditional fields include the annual majors fair, applied tech career fair, and new student orientation. More opportunities and methods of promoting nontraditional fields will be developed during the year.
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.
Our career counselor will provide initial career guidance and counseling to all CTE students. CTE students in the Career Pathways program will have many opportunities for career counseling with the Career Pathways staff. The CTE instructors are also advisors and they provide career guidance to their advisees, helping them determine if they are in the program they want and need.
Students are given information about academic requirements, job prospects, professional certifications, and possibilities for further education by their advisors.
We have a transfer fair on campus once a year which provides students the opportunity to visit with multiple colleges. Some colleges set up information tables periodically allowing students another opportunity to visit with the 4-year school about transfer information.
Students following a program of study will have a pathway to follow with many stop out points from the certificate level to the baccalaureate level.
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.
When we have faculty positions open we advertise at Philander Smith College, UA Pine Bluff, and ten to twelve other institutions with predominantly minority student enrollments.
Orientations sessions are provided for adjunct instructors to help them transition into the institution and the classroom. New full-time faculty from business and industry are provided informal mentoring by other faculty teaching in the program and similar programs and by the division chair.
17. Describe how funds will be distributed among consortium members, if appropriate.
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18. Describe how the local recipient will report data that is complete, accurate, and reliable.
To collect information on special populations that weren’t previously included in our data collection, we are adding appropriate questions to our application. All CTE students who enrolled prior to the time of the additional questions in our application will be provide the opportunity to complete the questions on special populations. This information will then be added to their data in the student file. The other data is collected from our Poise system and reported using the guidelines and validation from Arkansas Department of Higher Education. The certificates and degrees awarded by the institution will also be reported according to ADHE guidelines and validations.
