Regionalizing CTE Programs: Yours, Mine, or Ours? Zerryl Becker, College of the Desert Kimberly Schenk, Diablo Valley College Melynie Schiel, Copper Mountain College

What is regionalization?? Organizing and presenting CTE curriculum through cooperative arrangements among colleges within a common geographical region

Why is regionalizing CTE being considered? Budget Potential economies of scale “Doing what is best for jobs and the economy” Reducing redundancy based on LMI More options for students CTE programs are expensive not because of the faculty cost but because they require dedicated buildings and expensive supplies.   We have a really top notch digital design classroom - with all the Adobe software and a plotter and a two screen overhead system and plenty of desk space for students around wide screen monitors and high end computers. It is not used all day/night every day. We could add more classes but don't have enough students finishing the program to justify a bigger program. Two of the entry level classes are offered both classroom and online; Copper Mountain could add more online entry level classes without the expense of setting up the lab; students continuing through the second year could make the trek down the mountain for the advanced courses which we usually offer on one long Friday. And what do they mean by "not maxed out" in multimedia - obviously we can keep growing a program if there is enough demand, but again, does that mean you can't start a program but we can expand ours? Your question about expanding is interesting. Once a program is approved by the vocational deans I would look at expansion two ways. 1. Adding an additional degree or certificate which requires regional approval or 2. Adding sections and serving more students. If you mean expansion in terms of 2, then yes, the current regional approval structure leaves colleges that already have programs the autonomy to expand without having to share the pie. With degrees and certificates already in place, expansion is a local decision.

Why is regionalizing CTE being considered? Able to respond to labor market demand/retraction Politics Partnerships required for grants Larger service area for specialized programs CTE programs are expensive not because of the faculty cost but because they require dedicated buildings and expensive supplies.   We have a really top notch digital design classroom - with all the Adobe software and a plotter and a two screen overhead system and plenty of desk space for students around wide screen monitors and high end computers. It is not used all day/night every day. We could add more classes but don't have enough students finishing the program to justify a bigger program. Two of the entry level classes are offered both classroom and online; Copper Mountain could add more online entry level classes without the expense of setting up the lab; students continuing through the second year could make the trek down the mountain for the advanced courses which we usually offer on one long Friday. And what do they mean by "not maxed out" in multimedia - obviously we can keep growing a program if there is enough demand, but again, does that mean you can't start a program but we can expand ours? Your question about expanding is interesting. Once a program is approved by the vocational deans I would look at expansion two ways. 1. Adding an additional degree or certificate which requires regional approval or 2. Adding sections and serving more students. If you mean expansion in terms of 2, then yes, the current regional approval structure leaves colleges that already have programs the autonomy to expand without having to share the pie. With degrees and certificates already in place, expansion is a local decision.

How would regionalization of CTE benefit colleges? Cost savings Keep programs open for students that otherwise may not be viable Consistent alignment of curriculum that meets industry need Greater collaboration More robust and effective advisory committees Student's perspective provides a much richer set of options than can be offered at any one college students can get GE and other courses at home college and then take specialty classes elsewhere better employer recognition of program provides greater value to the certificate/degree Easier to engage regional scale employers with regional scale programs would have been hard to get Kaiser other big employers to table approaching them one college at a time engagement with bigger employers can increase access to direct support from industry and indirect support through their advocacy on our behalf with state government

What effect would/does this have on curriculum? Models: Certain courses offered at specific college Ensuring progressive learning in sequenced courses Consistent prerequisite policies Curriculum approval in CO Partner colleges offer different “Specializations” How do we determine who offers what? Ongoing dialogue/collaboration as demands change Other??? Both these models are possible, among others.

Example of a regional CTE program (Mature) Respiratory Therapy Ohlone/DVC Keeping it going Who are the players? What details need to be in order? Direct impact on curriculum committee work? Once the program is established, scheduling, marketing, student referrals and advisement are all areas that require ongoing collaboration.  

Example of a regional CTE Program (under development) Program under development: Industrial Machine Maintenance Mechanic Laney/Solano/DVC Getting it started Who are the players? What details need to be in order? What lessons have been learned? Direct impact on curriculum committee work? In program development, considerations center around developing MOUs (horizontal articulation) for course equivalencies, scheduling, developing a conjoint application, common advisory committee, etc. Students will have catalog rights at one or more colleges, depending on their course taking patterns.

Issues with “regionalization” Local control Time/interest/will Small, rural colleges are unable to capitalize on economies of scale Distance education? Lower socioeconomic areas have reduced access to DE options (slow internet)

Issues with “regionalization” (continued) Registration concerns How will registration policies ensure that students who are interested in a program can begin and continue the sequence (especially if they have to navigate multiple colleges)? Who gets credit for “completion”? Impacts on our ability to respond to industry

What does all of this mean for the curriculum committee?

Questions Would these models change the local curriculum approval process? Faculty purview Potential conflicts of interest Assessment of program viability/cost Other?? Could this model be accommodated within existing processes? Does the system program approval process exist to pursue these agreements? New curriculum forms for example