Perkins End of Year Evaluation Sandhills Community College

Perkins funding made a difference at our college by: Supporting CTE faculty development to gain more knowledge in their respective disciplines Martin Bruner, Master Baker experience Collaborative Travel: COS, NUR, LSG, PED National Conferences: Early Childhood, SUR, HST Providing advanced equipment that has not been available but that is standard in the fields in which students will be working Allied Health Computer Engineering Health and Fitness

Our college’s best practice using Perkins funds is: Using the annual program review process to determine how to use funds to strengthen CTE programs through equipment and professional development.

Our College Perkins Team: NameTitle Phone Rebecca RoushVP of Linda ChandlerDean of Kristie SullivanDean of Planning and Research (Perkins contact)

1. We strengthened the academic, career and technical skills of our students by: Gained approval for new pathways for Moore County Schools, including Computer Programming, Computer Technology Integration, Simulation and Gaming, Early Childhood, and Geomatics. Created new credentials (certificates and diplomas) to stack credentials with existing CTE programs. Began planning process for Career Pilot Program and Industrial Systems Technology.

2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: Completed annual cycle of Advisory Committee meetings by Technical programs. All technical programs hold a minimum of an annual meeting with community stakeholders of their programs. Community stakeholders may include future employers, work-based learning hosts, program graduates, current students, and college faculty, staff and administration. Meetings are used to inform, seek input and foster relationships with these individuals. Moore County Schools hired 2 dedicated CCP counselors to aid Moore county high schools students in enrollment in and selection of pathways for CCP. Reviewed College Technical Prep process and opportunities to maximize participation in program by Moore and Hoke County Students. Reviewed and refined Moore Innovation Hub program document in collaboration with Career and Technical Education staff of Moore County Schools. This document outlines high school courses, college courses available through CCP and programs into which students can transition after high school graduation. Established a leadership team of Moore County Schools representatives and SCC faculty and staff to review current practices and inform change.

3. We provided students with strong experience in, and understanding of all aspects of an industry by: 12 CTE programs require Work-based learning courses or offer them as technical electives. SCC recognizes the value of work experience for the development of job skills, including “soft” skills, the professional maturation of the student and the development of a resume and even possibly a first employer after graduation. In addition, Early Childhood education includes practicum courses which provide the student with experience very similar to work-based learning courses. Three CTE programs took students on field trips to professional conferences where students interacted with industry professionals as peers and not as students. Career counseling sponsored drop-in sessions between local employers and students in like programs of study.

4. We developed, improved, or expanded the use of technology in career and technical education by: Purchasing equipment for various CTE programs: 1. Pelvis Phantom. Students have no pelvic phantom to use to practice positioning. This new equipment will enhance clinical skills by allowing students to practice positioning and radiographic technical skills as they practice taking images in the lab. 2. Operating Room table. The Operating Room table the program currently uses is manual and is out of date. Each clinical site and the industry standard is to use an electronic OR table wht includes a remote control and automatic positioning. Our students currently have no opportunity to use this type of table until they are in an employment setting. 3. Laparoscopic Sim Equipment. The Surgical Technology has no simulation equipment. The laparoscopic simulation would be extremely helpful to expose students to the expectations of working in an OR setting with laparoscopic procedures. 4. Spot Welder. The Auto body program needs this equipment because its use is currently required in all body shops. The students have never been exposed to this technology. The spot welder senses the composition of the metals or composite material that requires welding and adjusts its settings accordingly. 5. Infant ALS Simulator. The Emergency Medical Services program has never had an infant simulator although they do have adult and child simulators. The infant simulator will provide the opportunity to learn how to provide care such as IVs, feeding tubes, defibrillation, PICC lines, etc. on infants. 6. Used manual car and one used manual truck. Vehicles with manual transmissions now have 6, 7, or even 8 speed transmissions. The Automotive Technology program has no vehicles with these features; therefore, the students have no opportunity to work on these. The cars will be used for instruction only. 7. Schematic eyes for the Ophthalmic program. This program recently had a program accreditation. The accreditors were very complimentary of the program overall, but noted that they had no schematic eyes for students. 8. VOIP equipment. he Computer Engineering Technologies program requested equipment needed to teach a VOIP Telephony class which is part of a new POS. Without this equipment the course cannot be taught 9. The Health and Fitness Technology program requested an Advanced Human/ Exercise Physiology Kit which allows students to conduct industry standard VO2 assessments

5. We provided professional development by: The Center for Teaching and Learning provides ongoing professional development for faculty in terms of supporting all forms of professional development. Provide funds for professional development such as return to industry, professional conferences or meetings, specialized training, and credential completion. Perkins provided approximately $62,000 for professional development for CTE faculty in Support individual applied science programs through achieving and maintaining special program accreditation.

6. We developed and implemented evaluations of our career and technical education programs by: Annual program reviews which include a review of student progress; curriculum development; personnel, equipment, facilities and technology needs; and advisory committee information. Outcomes assessment for student learning outcomes, program outcomes, and administrative outcomes are collected and evaluated each semester.

7. We initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: Planning for Industrial Systems Technology in fall 2016 Securing resources to offer two new curriculum programs in fall 2017, Fire Services training and Career Pilot training Implemented CTI programs in Established framework for new CTS programs for

8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: Hiring of fulltime Director of Health Sciences Student Support – education about, enrollment in and qualifying for health science programs including nursing, EMT, radiography, medical lab technology, respiratory therapy, and ophthalmic technology. The college has two full-time staff and one part-time staff person to support its efforts in CCP. In addition, Moore County Schools has hired two fulltime CCP counselors at high schools to work with CCP students. Fulltime Coordinator of Career Development Services on staff. She continues to explore new ways to connect employers with SCC students via individual meetings, workshops, resume reviews, mock interviews, and job fairs. The college uses the Current Student Survey and Prospective Graduate Survey to monitor student feedback with regards to sufficient size, scope, and quality of instruction and support services.

9. We provided activities to prepare special populations students who are enrolled in CTE courses by: The ADA office and tutoring center provides ongoing academic support to special populations such as single parents and disabled students. The Financial Aid office has provided specialized support for students who are veterans and for dependents of veterans. The college also has support programs for males, minorities, and females through Mentoring, Supporting, Affirming, Cultivating, and Empowering Women as well as through Men of Valor and Excellence

Closing Thoughts Considerations for plan?