Workforce Education and Economic Development Model Framework for Community Colleges. Submitted June 1, 2013 DRAFT

Transcription

1 Workforce Education and Economic Development Model Framework for Community Colleges Submitted June 1, 2013 DRAFT

2 Institutional Inquiry and Analysis Salt Lake Community College For more information contact: Jeff Aird Director Institutional Inquiry and Analysis

3 Preface In spring of 2013 Provost Picard asked that we develop a model framework for workforce and economic development planning and assessment. The framework was to provide a way to better coordinate, leverage, promote, and fulfill the workforce and economic development mission of the college. We present here the proposed model framework for workforce education and economic development. The framework, however, should not be considered complete or finalized. Greater input must be obtained before the college undertakes implementation, particularly from other deans and associate deans (or chairs). Recommendations for next steps and implementation can be found in the corresponding sections of this report. As we continue to develop and implement the model, we are optimistic and confident that the model will improve our ability to fulfill the college s workforce mission. Kevin Brockbank Dean, School of Applied Technology and Professional Development Rick Bouillon Dean, School of Technical Specialties Karen Gunn Associate Provost, Economic Development and Business Partnerships Clifton Sanders Dean, School of Science, Mathematics, and Engineering The project was facilitated by Jeff Aird, Director for Institutional Inquiry and Analysis. 3

4 Introduction The model framework presented below should be the primary tool used to strategically focus educational programs with business and industry needs. Doing so will provide gainful employment opportunities for students and contribute to regional economic development. A properly educated and skilled workforce strengthens current Utah business, provides a pipeline of talent for business expansion, attracts out-of-state companies to relocate to Utah, and creates an entrepreneurial ecosystem to grow Utah s start-up companies. Workforce education serves business, students, and societies. As Utah s only comprehensive community college, Salt Lake Community College has developed this model to further these public interests. Workforce education, in contrast to transfer-based education, exists to meet immediate and future workforce needs. Often this type of education is called career and technical education ( CTE ). While CTE may have narrow definitions in some contexts (perhaps only referring to applied technology programs), in this report is it used broadly including all workforce education programs including credit, non-credit, and clockhour based educational programs. This report defines CTE (or workforce education) as follows: Organized educational programs, including all credit, noncredit, and clock-hour programs, offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree. 1 This report presents a proposed model framework for workforce education and economic development. It also suggests how to use the model and next steps for model development and implementation. 1 This definition is closely modeled after the Carl Perkins Grant definition. 4

5 The Model Framework for Workforce Education and Economic Development Basic Structure The framework proposes a development and improvement cycle for workforce-based academic programs. This cycle unfolds in five phases. (A) Identification of Industry Need: The college identifies actionable workforce demand through systematic interaction with industry and State economic development partners and collaborative review of labor market data. (B) Program Creation: The college responds to identified workforce demand through appropriate program creation and coordination. (C) Student Pipeline: CTE students receive comprehensive advising regarding available CTE programs. Programs aligned with highdemand occupations are actively promoted and industry partnerships are created for incumbent workers. (D) Program Delivery: Applied and innovative content delivery methods are used, leveraging industry partner expertise and resources. (E) Program Assessment: The program has an assessment plan to evaluate if the current and/or anticipated need is being met. Student outcomes are tracked and employer satisfaction is reviewed. Appropriate alignments are made as the next cycle begins. When the need is met and no longer exists, program is reduced or terminated. Each phase is more fully explained below. (A) Identification of Industry Need Overview This phase identifies workforce demand and has policy guiding the decision-making process for how to respond to that demand. The college 5

6 Career and Technical Education and Economic Development Model Framework A B Identification of Industry Need The college identifies actionable workforce demand through systematic interaction with industry and State economic development partners and collaborative review of labor market data. Program Creation The college responds to identified workforce demand through appropriate program creation and coordination Non-transcripted Training Degrees and Certificates Articulated Baccalaureate Pathway Internal Articulation / Coordination The selected program type is properly articulated and coordinated with other programs to which a student may transfer internally C Student Pipeline CTE students receive comprehensive advising regarding available CTE programs. Programs aligned with high-demand occupations are actively promoted and industry partnerships are created for incumbent workers D Program Delivery Engaged and innovative content delivery methods are used, including utilizing industry partner expertise and resources E Program Assessment The program has an assessment plan to evaluate if the anticipated need is being met. Student outcomes are tracked and employer and student satisfaction are reviewed. Appropriate alignments are made. If industry need is met and no longer exists, program is reduced or discontinued 6

7 identifies actionable workforce demand through systematic interaction with industry and State economic development partners and collaborative review of labor market data. This phase contains five principle-based action areas. 1. Regular Review of Industry and Labor Market Data Data is used to identify local and regional workforce trends, skill shortages, and labor market demand (current and projected). 2. Broad Industry and Economic Development Engagement The college is represented on or convenes industry-based groups to develop collaborative strategies for workforce and economic development. 3. Partnership Relations The college develops relationships with key employers to develop partnership opportunities. Potential opportunities are identified with larger employers or consortium of smaller but similar employers. 4. Industry-relevant Professional Development Faculty regularly interact with industry counterparts in a way that improves faculty instruction and curriculum alignment. 5. Response Decision-making Protocol A clear decision protocol exists for how the college protects against the risk (e.g., industry partners relocate, renege on commitments, etc.) and handles capacity restrictions (most importantly budgetary restrictions) in responding to identified workforce needs. The protocol is integrated into college operations. If the decision is made not to respond to the need, this decision is appropriately communicated to the necessary stakeholders. Assessment Metrics As this phase is predominately concerned with inputs not outputs (researching and identifying industry needs), any meaningful outcomes measure would be difficult to develop. Measurements such as number of meetings or partnerships could be gathered, but measuring the effectiveness of these at identifying industry workforce need may require several cycles of data collection for meaningful analysis. 7

8 The recommendation is to coordinate and culminate the industry need identification efforts in an annual report of workforce strategic focus areas. The workforce divisions of the college (with assistance from institutional effectiveness) would produce and maintain a dynamic list of the strategic industry needs within Salt Lake County. This list would be vetted through the various efforts and updated regularly. The five action areas listed above provide the framework for how to develop and maintain the substance of the strategic document. (B) Program Creation Overview The college responds to the identified workforce demand through appropriate program alignment, creation, and coordination. If the need demands a baccalaureate-level education, articulated pathways using CTE programs leading to that level of education are planned and developed. This phase contains five principle-based action areas. 1. Review of Current Programs and Curriculum Current programs are reviewed for ability to meet the identified workforce need with appropriate revisions. If no such program exists, a new program concept is developed. 2. Program Type Selection The program type is determined by objective industry-approved and nationally recognized criteria to efficiently meet the workforce need. Criteria exist for determining whether and when to offer a program as credit, clock hour, or non-transcripted training. 3. Internal Articulation Development and Coordination The selected program type is properly coordinated and articulated with other program areas to which the student may transfer internally (e.g., pulling credit programs into non-credit and vice-versa). 4. Criteria and Expectations set for Industry Advisory Board Relevant and meaningful criteria and expectations exist for advisory board membership to assure industry-specific and upto-date program alignment. 8

9 5. Program Incubation and Growth Strategy The program has a development strategy with established milestones for 150% to 200% of program length (i.e., milestones for the first four years of a two year program) Assessment Metrics Number of programs offered by strategic industry area identified in Phase A. Number of students using internal articulation agreements (transfer from one program type to another). Percentage of advisory board members meeting membership criteria. Number of programs in incubation phase. (C) Student Pipeline Overview Once the program type is selected, the student pipeline must be filled through a targeted student recruitment strategy. In this phase students receive comprehensive advising, programs leading to high-demand occupations are actively promoted and industry partnerships and sponsorships are created. This phase contains six principle-based action areas. 1. Alternative Admissions for Workforce Skills Students Alternative pathways for CTE program admission are available (e.g., incumbent workers, industry-sponsored cohorts, etc.). 2. Student Entry and Re-entry Point Coordination Coordinated advising between divisions for CTE programs to facilitate student and employer navigation of the college. The advising actively promotes programs leading to high-demand occupations. Non-CTE students in related fields are recruited to consider CTE programs (e.g., biology students to consider biotechnology). 3. Industry-sponsored Students and Cohorts Opportunities for industry-sponsored programs or cohorts are actively pursued and facilitated. 9

10 4. Prior Learning Assessment Standardization Program completion is accelerated through credit for prior learning and previously attained competencies. The protocols for assessing competency are reasonably standardized. 5. Pipeline Development (K-12 Outreach) High-demand CTE programs are coordinated with high school programs and promoted to high school students. General industry-based outreach is also coordinated to promote CTE career paths. 6. Financial Aid and Grants Financial aid is targeted and used as a recruitment tool for programs leading to high-demand occupations. Assessment Metrics Percentage of CTE students who use an alternative admissions pathway. Ratio of CTE enrolments in strategic areas to traditional CTE programs. Number of prior learning credits awarded in CTE programs per 100 adult students. Percentage of total CTE students who are industry-sponsored students. Number of students enrolling directly into CTE from high school. Percent of custom fit dollars and Short-term Intensive Training dollars in identified workforce need areas. Ratio of financial aid for CTE students compared to the proportion of CTE students at the college. (D) Program Delivery Overview Engaged and innovative content delivery methods are used, including utilizing industry partner expertise and resources. This phase contains two principle-based action areas. 1. Course Delivery Accommodations and Innovative Models 10

11 Course delivery models adjust to meet employer and student needs. Objective criteria are established and used in determining when and how to use customized workforce training, competency, self-paced, or traditional semester structures. 2. Industry Participation Industry play a prominent role in program delivery through such mechanisms as internships, loaned facilities, class projects, etc. Assessment Measures Students enrolled in non-traditional delivery model courses. Number of internships for CTE programs by strategic area. Number of students enrolled in a course taught at an industrybased location. (E) Program Assessment The program has an assessment plan to evaluate if the anticipated need is being met. Student outcomes are tracked and employer and student satisfaction are reviewed. Appropriate alignments are made. If industry need is met and no longer exists, program is reduced or discontinued. 1. Ongoing Alignment Advisory Board Council members are accountable to maintain program alignment. Members participate and contribute to program development. 2. Assessment Measures The program maintains measures for whether the program is meeting the workforce need through such mechanisms as student placement, wages, enrollments, cost, internships, licensure passages, etc. Assessment Measures Percentage of advisory board members meeting membership criteria. Percentage of CTE completers employed in related field (NCCBP). CTE placement rates. CTE Completers and leavers employed with a livable wage (VFA). 11

12 CTE completers and leavers demonstrating growth in median wage (VFA). Number of CTE awards (VFA) by strategic area. Percentage of CTE concentrators completing awards, remaining enrolled, or transferring to other education institutions (VFA). How to Use the Model The model is designed to enhance the fulfillment of the college s workforce mission. The model takes and industry-facing approach to this mission and does not reflect current academic divisions or structures. The underlying question is always what workforce need does the program serve and how well does it serve that program. The model should be applied through two approaches: (1) new program development, and (2) current program review. (1) New Program Development All new programs could follow this model A through E. The college may pilot the model through Spring New programs could be piloted through the model to refine the process. The program development process should follow Phases A through E adhering to how it will tie into each principle for action. (2) Current Program Review The model will also be applied to already existing programs. When using the model to review current programs a few points should be considered. 1. Merge E and A. When reviewing current programs it may be appropriate to merge Phase E with Phase A. While identifying the need the program is designed to serve, also assess whether the program is meeting that need. Then review how well the program is aligning with the recommended actions in Phases B-D. 2. Consider conducting a review of program groupings instead of a single program. Several programs may be attempting to meet similar and related industry needs or serving similar industry sectors. By conducting program reviews through groupings, it facilitates the process, promotes collaboration and reduces redundancy. 12

13 Recommendations and Next Steps The deans which developed this model also conducted a summary-level assessment of current efforts under each phase of the model and developed recommendations for next steps. These recommendations are below. Recommendation #1: Capitalize on College Strengths. As the implementation of this model continues, there should be a continual emphasis of capitalizing on our strengths. The team identified the following areas as strengths of Salt Lake Community College 1. A4: Industry-relevant Professional Development 2. B1: Review of Current Programs to Align with Current Needs 3. C5: Pipeline Development and K-12 Outreach 4. E1: Program Advisory Council Accountability Recommendation #2: Shore up Weaknesses. The college should evaluate potential weaknesses in the model and develop processes to strengthen these areas. The team suggests the following areas for focus. 1. B3: Internal Articulation Development and Coordination 2. C4: Prior Learning Assessment Coordination 3. D1: Course Delivery Accommodations and Innovative Models (especially in credit-bearing programs). Next Steps The next step in revising and implementing the framework should be an inclusive and broad process. Under the stewardship of the provost the framework should be made available for broader comment in a manner the provost deems most appropriate. The original team of deans remains committed to the process and will assist in implementation where directed. 13

14 Institutional Inquiry and Analysis Salt Lake Community College For more information contact: Jeff Aird Director Institutional Inquiry and Analysis