Provide a brief description of the purpose, methodology and products/outcomes of the project.

Transcription

1 Application: P1, 3P1and 4P1 Best Practices and Performance Improvement Plan Ideas Institution: Temple College All institutions are tasked with using specific performance improvement plans and data to meet or exceed the targets for the Perkins Core Indicators. Each individual institution assesses and plans for improvement of their Perkins Core Indicators. As institutions struggle to develop improvement plans, a database of promising/best practices and a catalog of performance improvement plan ideas would be helpful to consider or use; additionally, promising/best practices and performance improvement plan ideas may become useful tools as colleges develop their Perkins Basic Grant Applications. The methodology for this proposal is to coordinate with 10 consultants/experts in the field to assist in the development of two matrixes - one for promising/best practices and one for performance improvement plan ideas. A promising/best practices survey will be sent to eligible institutions (those institutions that have met the core indicators). Each eligible institution will be asked to submit two or three ideas for each core indicator that will then be distributed to the consultants/experts in the field for scoring. All institutions will be sent a survey asking them to submit two or three performance improvement plan ideas for each core indicator, which will then be distributed to the consultants/experts in the field for scoring. The outcomes of this grant proposal will be a set of promising/best practices and a catalog of performance improvement plan ideas as scored by the 10 consultants/experts in the field for distribution to Perkins Contacts and Perkins Basic Grant Directors. Dr. Lesley Keeling-Olson lesley.keeling-olson@templejc.edu Dr. Jimmy Roberts jdr@templejc.edu TOTAL Requested: $ 70,795

2 Application: PLA Portal for Prior Learning Assessment Training and Development Institution: Dallas County CCD According to the U.S. Census Bureau, nearly half (44%) of individuals living at or below poverty in Texas have a high school diploma or below. However, for individuals without a four-year degree, but some postsecondary education that rate drops to less than thirty percent (29%). To achieve the state s Closing the Gaps goals, Texas colleges and universities are continuously challenged to develop innovative models to increase degree and certificate completers as well as meet the need of industry employers seeking qualified candidates for thousands of job openings as a result of economic growth and replacements. The proposed project will address the need for professional development of career and technical postsecondary personnel enabling institutions to build a comprehensive assessment process that includes a combination of Prior Learning Assessment (PLA) techniques as well as transcript evaluation from military training to assess experiential learning and award credit toward completion of students program of study. The overall approach or design of the proposed project will be three-fold, resulting in an online accessible Prior Learning Assessment compendium of generally accepted approaches for PLA. Using innovative web development technology platforms, the PLA Portal will be designed as an online resource manual for standards in PLA development, training opportunities associated with PLA and samples of PLA instruments recommended by a consortium of educational and industry partners that assess both knowledge and performance. Professional Development training opportunities on the contents and use of the tool will be planned and implemented through workshops, conference sessions, and webinars. Sample assessments for high-demand career and technical education (CTE) programs of study will assist institutions of higher education in developing and implementing customized and innovative PLA models at their institutions. The North Texas Community College Consortium (NTCCC) will serve as a primary partner in the development and implementation of the proposed project. The NTCCC (a consortium of 21 member postsecondary institutions in- and outside of Texas) provides professional development and growth opportunities through seminars, conferences, workshops, forums, and regular consortium-wide communications. The secondary partner for the project, Texas A & M University at Commerce, Texas, is a member institution of the Competency-based Education Network, the American Council of Education committee and a leader in the development of a bachelor s degree that uses a competencybased model to shorten the path to college completion. The institution will also collaborate with industry partners from high-demand fields to identify knowledge and skills that employees are expected to demonstrate at entry level and for enhanced employability. These competencies will be included on the PLA Portal to support the development of curriculum for specialized courses and/or PLA options designed to assess knowledge and performance of students at varying levels of content mastery for college credit and acceleration toward completion of their career pathways. With two primary goals in mind, 1) to advance student success by developing strategies for the training of career and technical education counselors and advisors, administrators, and faculty that will increase students acceleration through their program of study, recognizing prior knowledge and experience for college credit, and 2) to enable the development of replicable Prior Learning Assessment (PLA) programs or services of excellence among Texas institutions of higher education, the use of innovative technology will incorporate training opportunities designed to increase both the number of institutions who develop new or improved PLA models at their institutions as well as the number of students who accelerate toward completion as a result of PLA and competency-based strategies. Tricia Thomas-Anderson (972) triciathomas-anderson@dcccd.edu Don Perry (214) don.perry@dcccd.edu TOTAL Requested: $ 179,167

3 Application: Workforce Education Course Manual Maintenance Institution: San Jacinto College District Workforce Education Course Manual Maintenance (WECM) will build on the project. WECM Maintenance proposes to review/revise 1328 WECM courses in four career clusters, in addition to local need and special topics courses. These include: career clusters 3 (Arts, A/V Technology and Communications), 11 (Information Technology), 13 (Manufacturing), and 16 (Transportation/Distribution and Logistics). The federally mandated (Perkins IV) 16 cluster master plan will serve as the organizational foundation for the project. Activities will adhere to the WECM protocol and Guidelines for Instructional Programs in Workforce Education (GIPWE). Courses from the WECM will support the federally required Programs of Study (POS). Community and technical colleges will partner in this project by using the project outcomes. The WECM Leadership Committee and Task Group, a sub-committee of the Leadership Committee, will participate in the planning, completion, and implementation of the outcomes. Members of the WECM Leadership Committee will include employees at a community or technical college representing the State of Texas for the advancement of workforce education. WECM workshop participants will include trained facilitators to provide leadership, and instructional specialists (college faculty) who will complete maintenance on WECM courses in the four career clusters. Project goals will include: (1) Refine strategies for developing and maintaining WECM Maintenance; (2) Prepare materials and select facilitators to conduct four WECM maintenance workshops career clusters 3, 11, 13 and 16; (3) Review, evaluate and update the WECM protocol; (4) Disseminate WECM information to interested parties via WECM comments; (5) Conduct training for new WECM facilitators-in-training (6) Maintain reports that document project activities; (7) Prepare projections for WECM workshops for career clusters: Agriculture/Food, Architecture/ Construction, Government, Education/Training, Government/Public Service, Hospitality/Tourism, and Law/Public Service (8) Draft protocol for programs of study; (9) Develop a list of POS priorities based on criteria established in the POS protocol and the long-term WECM review cycle. Faye Murphy faye.murphy@sjcd.edu Jeff Parks Jeffrey.parks@sjcd.edu TOTAL Requested: $ 259,354

4 Application: Fast-Track to Success--Competency Based Education in Information Technology Institution: Austin Community College Austin Community College (ACC) proposes to establish the college Information Technology (IT) Network (ITN) to increase the proficiency of computer skills (referred to interchangeably as Information Technology) faculty and staff in the development and implementation of competency based education (CBE) in career and technical education computer skills programs. CBE is seen as a methodology that can help students increase their economic competitiveness and individual success by rewarding students for computer skills acquired from a wide range of sources (i.e. work experience; military service; prior education) in addition to time spent in structured learning environments. Combined with new technology to deliver and assess learning and a focus on outputs at all levels, CBE is a promising strategy that expands access, affordability, quality learning and degree attainment for more students. CBE coursework is designed to provide modularized, stackable curriculum and offers students the opportunity to achieve a quality career and technical education credential faster and more cost effectively than in a traditional learning environment. It also provides increased flexibility to receive career and technical education recognition of skills obtained in a prior setting (i.e. educational or work based experiences). Many students have complicated lives with work and family obligations, and the flexibility of CBE career and technical education computer skills programs support students to be better able to complete coursework and obtain credentials that lead to employability. Many colleges across the country have been working on methodology, policies, and implementation strategies of CBE for a number of years, including Austin Community College (ACC). Numerous programs exist to support CBE, yet implementation of such methods in IT education is at an early stage. The ITN program will leverage the CBE work previously developed by ACC through other grants including the Department of Labor-TAACCCT grant in Information Technology (with Sinclair Community College and collaborating with several colleges including the Western Governors University, highly recognized for their CBE work) and the Next Generation Learning Challenges grant, focused on developing breakthrough models for structuring CBE at colleges. Other Texas colleges with CBE experience in IT or an interest in CBE have been invited to participate in the IT Network to explore approaches to CBE in IT, identify best practices, develop strategies for implementation, and extend outreach efforts to communicate and share resources with other Texas colleges. This program addresses the following priority topics: , , and GOALS AND OUTCOMES Goal 1 Establish a state based Information Technology Network (ITN) for IT faculty interested in the development and implementation of CBE in IT career and technical education programs. Goal 2-- Facilitate collaboration and communication between ACC and participating colleges to support implementation of CBE IT programs ensuring consistency and the sharing of best practices. Goal 3 Establish consistent methods of assessing student performance in the computer field and awarding credit that meets transferability requirements. The outcomes of the project will include: 1) Establishment of a network of IT postsecondary faculty designed to build statewide relationships, enhance CBE in IT programs, and provide leadership to the rest of the state; 2) Connect with national CBE efforts and subject matter experts to fast track IT CBE in Texas; and 3) Establish consistent methods of assessment and transferability of credit among ITN institutions. Linda Smarzik, lsmarzik@austincc.edu Mary E. Harris, Ph.D., mharris3@austincc.edu TOTAL Requested: $ 144,394

5 Application: Career and Technical Education Advising Support through Best Practices Institution: Tarrant County College District Tarrant County College District (TCCD or TCC) is requesting $115,694 from the Texas Higher Education Coordinating Board for a Perkins State Leadership Grant. The proposed TCC Project addresses Priority Topic 2: Improvement of Career Guidance and Academic Counseling and Priority 1: Professional Development Projects. The overall approach of the TCC Project relates directly to the improvement of advising for career and technical education (CTE) students consistent with the Texas State Plan under the Carl D. Perkins Career and Technical Education Improvement Act of The TCC Project will develop a procedures manual for career and technical education advisors reflecting a compilation of best practices for CTE advising throughout the State of Texas. An advising manual with this focus currently does not exist. Once completed, the manual will reflect direct input from partners representing the workforce to include important business and industry needs, as well as aptitudes and skills related to CTE advisement. Anticipated workforce partners include the Texas Workforce Solutions Regional Council, Cisco Systems, General Motors, General Electric, Lockheed Martin, Texas Instruments, Hilton Hotels, and American/US Airways. Educational partners from across the State will provide input on CTE advising best practices. Partner institutions include Dallas County Community College District, Lone Star College System - Tomball, University of Texas at Arlington, University of North Texas, Austin Community College, San Jacinto College, Weatherford College, Hill College, Alamo College, Grayson College, Tyler Junior College, and Collin College. Representatives from these institutions will be invited to participate in focus groups and roundtable discussions to plan the content of the manual, resulting in best practices from partners representing various sizes, regions, and types of Texas higher education institutions. Once the manual is completed, professional development training materials will be developed for implementation and dissemination of the identified best practices. Professional development opportunities will be provided through speaker-led series of presentations, conferences, and access to the Project Web site for Webinars, YouTube videos and links to other social media outlets. The CTE advising best practice discussion sessions will be videotaped, and the videos will be used as part of the training offerings. Professional development opportunities will be relevant to CTE advisors, faculty, administrators and other staff engaged in CTE offerings throughout Texas. The Project goal is to identify best practices to ensure that appreciative and holistic advising methodologies are promoted among Career and Technical Advisors across Texas. The Project objectives are: Objective 1 Develop a manual through stakeholder/partner input (both in-person focus group roundtable sessions and survey input); and Objective 2 Increase knowledge of best practices for Career and Technical Education (CTE) advising through training (speaker-led series, Webinars and other multi-media). Professional development materials will be developed for CTE advisement using input from the focus groups and reviews of literature. The desired outcomes include the following Project deliverables: 1) CTE Advising Manual and training materials, such as Webinars, handouts, and guides to advising CTE students; and 2) increased productivity in the numbers and quality of advisement for CTE students. The training materials will be developed for use by all community colleges in the State. Training Webinars will have the potential to be broadcast by the State to national audiences as a point of excellence. The increased knowledge will be demonstrated as CTE advisors increase their skills and proficiency in advising each student toward his/her individual goals leading to improved outcomes in CTE performance measures. Additional benefits and outcomes will be improved customer service for students and increased knowledge among CTE advisors of State and Federal rules and guidelines regarding CTE admissions, assessment, and instructional issues. Dr. Sheryl O. Harris Sheryl.Harris@TCCD.edu Jacqueline R. Maki Jacqueline.Maki@TCCD.edu TOTAL Requested: $ 65,835

6 Application: Curriculum Alignment Platform 2 Institution: TSTC - System The Curriculum Alignment Platform (CAP) provides objective, high-fidelity analysis of learning outcomes to increase student employability. This project application is a continuation of the "Detailed Occupational Skill & Learning Outcome Alignment" and Curriculum Alignment Platform Perkins Leadership Project and in partnership with the Texas Workforce Commission s Common Skills Language initiative. This next phase will result in more intensive analysis of additional college curricula utilizing new online application created in the previous CAP project, support for new THECB Programs of Study and Skills Standards, creation of new curricula driven by occupational profiles, flexibility for creating competency-based programs, integrating soft-skills mappings throughout instructional delivery, and optimizing the process and software. Five college programs will receive this intensive support to create or revise curriculum. The CAP connection to Skills Engine will be improved to provide better feedback to program faculty using the platform. Goals & Objectives Facilitate curriculum alignment Provide financial support to work closely with faculty for up to five programs as they use CAP to align curriculum. The project team will work directly with college faculty through the skills matching and industry subject matter expert (SME) survey process using the new application. This intensive interaction will help us better understand user needs and issues to improve the platform and increase adoption rates. Special emphasis will be given to new/rewritten awards where possible and instructional approaches to workplace skills now embedded in the application. Add ability to load An application programmer will be contracted to add capability to measure award outcomes against other requirements such as Programs of Study and Skills Standards alignment to the platform. Optimize Application Tools An application programmer will be contracted to improve usability, workflow, flexibility, and clarity of user interfaces and user experiences based on direct feedback from faculty users. Promote Curriculum Alignment Continue outreach, promotion, and training of high-fidelity curriculum alignment using this new application. Update materials and support guides to reflect latest revisions. Ron Sanders ron.sanders@tstc.edu Ron Sanders ron.sanders@tstc.edu TOTAL Requested: $ 160,490

7 Application: TEXASgenuine Sustainability: Phase 1 Institution: Victoria College Purpose: Victoria College proposes to carry out the first phase of a three-year sustainability plan for the TEXASgenuine project, funded to date by the THECB Perkins State Leadership grant. TEXASgenuine.org serves the state as a single career exploration resource and recruitment tool. It empowers students to find the career and technical education (CTE) paths, careers, and institutions that align with their interests and to subsequently enroll at those institutions, thereby increasing statewide enrollment in CTE programs. The Texas Association of Community College Marketers, or TACCM, is responsible for sustaining the TEXASgenuine project and raising awareness of the TEXASgenuine.org website for CTE programs amongst relevant staff in Texas secondary, postsecondary, and workforce institutions. A Content & Communications Manager hired under the grant is tasked with maintaining the website s content. Methodology: To achieve its primary aim of making TEXASgenuine.org a reliable, widely used resource for CTE information, this project will employ three strategies: 1. promoting the website as a career exploration resource for high school, college, and workforce center counselors and advisors, 2. continuing education about the website s features including free resources and training opportunities for college administrators and marketing and recruiting personnel, and 3. maintaining the relevance and accuracy of the website and the associated materials portal. An advisory committee composed of TACCM members and CTE professionals will provide oversight and ensure that the project design helps achieve the desired outcomes. In order to achieve its sustainability goal, this TEXASgenuine project will seek to leverage funding from the Texas Education Agency (TEA) and TACCM such that within three years the project can function independent of Coordinating Board funding. In April 2015, the TACCM Board approved a $6,000 allocation towards this project for the fiscal year to support web hosting and marketing materials. TEA will release a competitive request for proposals, to which Victoria College will apply for $30,000 to fund the Content & Communications Manager for TEXASgenuine. Outcomes: The expected outcomes of this project will yield substantial gains for Texas students and community colleges. Keeping the website updated while increasing site traffic will ensure that advisors and counselors at stakeholder organizations are offering students the most accurate guidance about CTE programs in the state, in turn creating a stream of students into such programs and contributing to the overall education and training of the state s workforce. Darin Kazmir (361) Darin.Kazmir@VictoriaCollege.edu Sophia Kameitjo (361) Sophia.Kameitjo@VictoriaCollege.edu TOTAL Requested: $ 85,212

8 Non-Traditional Leadership Project Application: Contract for Equity--Enlighten, Educate, Employ Institution: Amarillo College Of the 79 institutions included in the Perkins 5P1 and 5P2 report for FY 2013 (most current data available), 35% are not meeting both measures and 57% are not meeting one of the two measures. The long-term goal is to continue improving Perkins Indicators 5P1 and 5P2 for Texas. I. Enlighten A. A statewide workshop will be presented to Texas CTCs that will guide participants toward meeting 5P1 or 5P2 measures. Best practices will be explored; each participant will choose the ones on which they will concentrate to improve the nontraditional participation or completion in their programs. The workshop agenda will include: introduction and commitment, data determined focus, initial project ideas, and best practices. This workshop will occur during a CTE focused state conference in the fall As a follow-up to the workshop the project director will set up web conferences for groups or individuals to develop concrete proposals for their nontraditional activities. The capstone activity will be for participants to present projects at the TACTE spring conference Up to 10 participants and projects will be chosen. B. Texas CTCs will develop marketing and recruitment plans targeting the nontraditional gender. Ten CTCs will be contracted to work on a recruitment campaign for one program on which they will focus. As part of the campaign, these CTCs will produce photos featuring the nontraditional gender for high-wage, high-demand occupations that will be available on the TEXASgenuine site. Other marketing efforts will be documented and evaluations will reveal the effectiveness of the campaigns. A vendor booth at the TACTE spring conference 2016 will showcase these projects. An Amarillo College marketing advisor will assist the Project Director with this effort. II. Educate The Project Director will research which conferences will offer the best benefits in regard to improving nontraditional participation and completion. This information will be distributed to CTCs with encouragement to send key representatives. In addition, the project director will select conferences to attend; present information on project initiatives; and gather information which will be distributed to all Texas CTCs. An Amarillo College marketing advisor will attend two of these conferences. Monthly newsletters from the Project Director will inform all Texas CTC Perkins Directors and Special Populations/Equity Coordinators of innovative new strategies to improve nontraditional participation or completion in CTE programs. III. Employ Employers will be heavily involved in project efforts. Each CTC working on the project will connect with the advisory committee for the CTE program each is targeting to discover opportunities leading to employment for the nontraditional students. Employers will be asked to provide internships, mentors, or training opportunities. Partnerships will include TEXASgenuine, 10 CTCs selected to contract with this project, NAPE, and Workforce Solutions centers. Outcomes: 1) Ten plans will be developed to improve Perkins Indicator 5P1 or 5P2 for ten different programs leading to high-wage, high-demand occupations; 2) Nontraditional career promotional materials will be developed and available for all colleges to use through TEXASgenuine; 3) Students will become aware of opportunities for training and employment; and 4) The pipeline connecting the CTCs to industry will be strengthened by involvement with Advisory Committees. Susie Wheeler lswheeler@actx.edu Dr. Deborah Vess deborah.vess@actx.edu TOTAL Requested: $ 45,000