The Role of Pima Community College in Strategic Workforce Development in Southern Arizona Presented by Dr. Ian R. Roark, Vice President of Workforce Development To the League of Arizona Cities and Towns 8/22/17

The Vision and Mission “It is not enough to be busy. So are the ants. The question is: what are we busy about?” -Henry David Thoreau To create opportunity for students’ college and career success where none existed before. Mission: Ensure that Pima Community College’s programs and processes to meet the workforce and economic development needs of the community.

Pima Community College Overview (2016) 42,787 Credit (Reportable FTSE Headcount) 2,876 Non-credit (Non-Reportable FTSE Headcount) 45,160 Total Headcount 5,437 Adult Basic Education included in Reportable FTSE Headcount 3,365 Associate Degrees 2,835 Certificates 52% women; 43% men; 5% unknown Average age: 26 69% part-time; 31% full-time Minority race/ethnicity: 54% 18% of courses were offered online only A total of 185 transfer and occupational programs.

Workforce/CTE Programs Approx. 20,000 students (trainees, part-time and full time) in myriad of workforce program areas Example Program areas: Applied Technology Nursing & Allied Health Computer & Information Sciences Business Emergency Services & Response Workforce training

Workforce Development circa 2005

Workforce Development circa 2015

Workforce Development circa 2017 (How We Feel)

What is Pima Community College Doing About The Talent/skills Gap? A new role for Pima What is Pima Community College Doing About The Talent/skills Gap?

Internal challenge: Fragmentation Six semi-independent campuses Disparity in size, resources Multiple goals No single point of contact Northwest Campus East Campus West Campus Downtown Campus Desert Vista Campus Community Campus

Realignment for Workforce Development Engagement Alignment Outcomes Wkfce Dev. Staff SBDC Occupational Deans VP of Workforce Development VP of International VP of Adult Education

The Matriculation Age Gap Traditional Enrollees’ Age Technical Enrollees’ Age Unskilled Labor Participation

College and Career Paths-The Traditional Gaps Critical Gap Completion Point High 9-12 Lower Division Upper Division Middle 6-8 (7th–10th Grade Dropout) (High School to College) (First Year) (Transfer from 2-year to 4-year)

Dual Credit Academies-Narrowing The Gaps AVID High 9-12 Lower Division Upper Division Middle 6-8 Dual Credit Internships Increased Scholarships Career College and Career Exploration & Goal Setting Bridge Programs Wrap Around Support, Intrusive Advising, Cohort Models

Program Areas Manufacturing (SAMP) Aviation Technology Welding Automotive Technology Bio-Science Fire/EMT Culinary Arts

Pima County Population Projections

PLA: The Next Disruption Traditional Higher Ed. Classroom/Online Seat time/Carnegie Units Instructor-centric qualifications Instructor-determined standards Grades Semesters Debt Prior Learning Assessment Industry certifications Work experience Life experience Student-centered qualifications Competency-based Not time-bound Not location bound

Prior Learning Assessment at PCC College credit for: Industry recognized certifications Military experience and training Work experience with demonstrated competencies Pilots Fire/EMS Building Construction Technology and NCCER Full scale by Fall 2019

The Ideal System What does a true talent development “pipeline” look like? Commitment: Postsecondary K-12 Public Workforce System State Business & Industry EDOs/Chambers/Industry Associations

Students (HS and College) Industry Standards (NIMS) Raytheon and Supply Chain Pima County One Stop Internships Dual Credit Pima CC, JTED, and USDs

Centers of Excellence (Capacity Matters) Applied Technology Applied Tech (including Advanced Manufacturing) @ Downtown Campus Aviation Technology Center @ TIA Emergency Services and CIS/IT Fire/EMS @ East Campus CIS/IT @ East Campus Nursing & Allied Health West Campus

In Conclusion Policy and funding considerations Pima has shifted it’s emphasis to include Workforce Development as a primary focus A comprehensive talent development and supply system requires us all to work together