1. Perkins 2015-16 End of Year Evaluation Guilford Technical Community College

2. Perkins funding made a difference at our college by: Supporting CTE students to be successful in the community college through mentoring and accommodation services. Providing recruitment services to encourage high school students to engage in career and technical programs.

3. Our college’s best practice using Perkins funds is: Minority Male Mentoring Program—providing support to minority students to ensure engagement and completion at the community college in order to earn the necessary credentials to meet the students’ professional and educational goals.

4. Our College Perkins Team: NameTitleE-MailPhone Susan EnglishDirector, Instructional Support & Special Projects Division Chair, STEM/Interim seenglish@gtcc.edu336-334-4822 ext 50556 Tom NevillDivision Chair, Business, Creative & Fine Arts tjnevill@gtcc.edu336-334-4822 ext 50647 Kathy PhillipsDivision Chair, Health Sciences kkphillips@gtcc.edu336-334-4822 ext 50426 Rod FothDivision Chair, Public Safety and Physical Education/Interim rsfoth@gtcc.edu336-334-4822 ext 50723 Randy GunterDivision Chair, ICETdrgunter@gtcc.edu336-334-4822 ext 53128

5. 1. We strengthened the academic, career and technical skills of our students by: Strengthening the academic and career and technical components of our CTE programs through a series of activities that promote student completion and allow the programs to be presented in the most efficient manner for both the student and the college. During AY 15-16, GTCC’s activities included a comprehensive review of ALL career and technical programs. Every component of each program was analyzed and curricular changes were made as needed. Over 25 programs utilized the entire review sequence (steps 1 through 5). The remaining programs began a review with step 3. The required review sequence was determined based on program health.

6. Curriculum Efficiencies Project 1. Industry Need:  Advisory Committee  Developing a Curriculum (DACUM)  Credentials 2. Community Need:  Institutional Competition  Job Opportunities  Cost  Alternative Programs 3. Current Student Success: Review Metrics o Graduation o Retention o Persistence o Courses Success Rates o Progression o Student Demographics 4. Current Curriculum: 4A. Review Curriculum Standard from NCCCS and compare to current Program of Study o Credit Count o General Education Courses: o Pre-Requisites o Electives o Duplicate Courses (in our department) o Duplicate Courses (across the college) o Program of Study at Other Community Colleges o Concentration/Diploma/Certificate 4B. Logistics o Sequence of Courses o Summer Courses o Course Caps o Typical Room Usage o General Education o Part-time Pathway o Online Courses o Cohort Admission o Scheduling 5. Action Steps: Training for new Curriculum Process--Curriculog Complete curricular changes— Curriculog, Curriculum Committee, State curriculum changes (as needed) Scheduling changes

7. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: GTCC and several Guilford County Employers have teamed together to develop the Guilford Apprentice Program (GAP). Industry leaders in the manufacturing technology industry have teamed with GTCC to provide an apprenticeship opportunity--combining GTCC coursework with significant opportunity to work in the manufacturing industry to ultimately earn an AAS degree as well as a high-demand career. Beginning Summer 2016, a cohort of over 25 junior and senior students will take classes scheduled to aligned with the designated work schedule. http://catalog.gtcc.edu/preview_program.php?catoid=3&poid=615

8. First Year: ½ Day High School ½ Day hands-on training at company Second through Fourth Year: 1 Day/Week Community College (paid) 4 Days/Week hands-on training at company Apprentices are paid for work hours as well as school hours Company pays tuition at Community College Exceptional Employment opportunities upon Completion

9. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level (cont.) GTCC participates in NC SkillsUSA and hosts several state competitions on our campuses. GTCC currently has approximately 25 CCP pathways for high school students

10. 3. We provided students with strong experience in, and understanding of all aspects of an industry by: GTCC provides work based learning experiences in approximately 28 CTE programs. Beginning in AY14-15 and continuing throughout AY15- 16, the college is working to improve communication for the WBL experiences by (1) revising the WBL handbook content and (2) developing an electronic handbook using the SharePoint platform.

11. 4. We developed, improved, or expanded the use of technology in career and technical education by: GTCC purchased the EMSI product Career Coach, an online tool for students to develop a career vision. Faculty and staff have been involved in ‘Career Coach Advanced Training--an course designed to train faculty, career advisors and recruiters how to get the most out of Career Coach in their work.’ Faculty use this tool in the classroom to share opportunities associated with the student’s degree/credential. Information includes careers, employment opportunities, earnings, job postings. Continuous training is provided for faculty to ensure capacity for academic assessment. The Learning Evidence Committee (LEC) leads assessment efforts through faculty leadership.

12. 5. We provided professional development by: Supporting CTE faculty to attend SkillsUSA with their students.

13. 6. We developed and implemented evaluations of our career and technical education programs by: Each year, one third of GTCC programs participate in Program Review, a specific sequence of questions, analysis, reflections and action steps to determine a program’s health and vitality.

14. 7. We Initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: Purchasing the following equipment:

15. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: Through the curriculum efficiencies project and program review cycle, the college monitors program health. Programs are discontinued based on (1) student enrollment and completions, (2) community demand/need, and/or (3) return of investment analysis (i.e. Industrial Systems Technology) Programs are developed as the need for such credentials are demonstrated in the community (i.e. Health Information Technology)

16. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: Perkins fund support special populations including: Disabled students: scribes, interpreters Underrepresented Students: Male Minority Mentors

17. Closing Thoughts