1. Perkins 2015-16 End of Year Evaluation Craven Community College Perkins Grant Consortium (Craven Community College, Brunswick Community College, Southeastern Community College, and Pamlico Community College)

2. Perkins funding made a difference at our colleges by: Supported the continued enhancement and expansion of several programs in the consortium. Examples include the Welding Program at CCC and SECC; the Cosmetology/Esthetics Programs at CCC and PCC; the Electronics Programs at CCC, SECC, PCC, and BCC; the Computer Programming programs at BCC, and numerous others. Provided professional development for CTE faculty to include off-and on-site training, job shadowing, and “Back to Industry” opportunities at all four schools in varying capacities. Continued…

3. Perkins funding made a difference at our colleges by: Provided equipment, hardware, and software to enhance multiple programs such as Automotive Systems Technology (CCC), Nursing (CCC, BCC, and SECC), Electronics Engineering (CCC, BCC, and PCC), Computer-Aided Drafting (CCC), Computer Information Technology (CCC and BCC), Welding (CCC, SECC, and PCC), and Human Service Technology (PCC), to cite several examples. Provided means to support collaborative efforts with Craven County Schools and the Perkins Consortium, i.e., Welding Program at West Craven High School, Cosmetology (CCC, SECC, BCC, and PCCC), and Nursing (CCC, SECC, and BCC).

4. Our college’s best practice using Perkins funds is: Support of collaborative efforts with Perkins Consortium Colleges. As a means of enhancing current programs by adding advanced equipment, software, capabilities, taking advantage of economies of scale whenever possible, and by providing professional development opportunities for faculty at all consortium colleges. As a means of helping to support new program development for the consortium colleges. As a means of enhancing our support of special populations at our consortium colleges. Continued…

5. Our college’s best practice using Perkins funds is: Support of collaborative efforts with the Craven County Schools, Middle and High Schools to include program awareness, articulation agreements, and the development and maintenance of CTE Career Pathways (CCC). Support for the BPT Program acquired live project money from the operation of EduCable along with furniture and equipment from an industry partner. (SECC) Enhanced instruction in the healthcare fields due to expanding opportunities at Dosher Hospital and Novant Health (BCC). Ensuring all relevant stakeholders are aware of the purpose and uses of Perkins Grant funding as well as the benefits of the consortium (PCC).

6. Our Colleges Perkins Team: NameTitleE-MailPhone Mr. Jim MillardCraven Community College (CCC), Perkins Consortium Lead millardj@cravencc.edu252-638-7372 Ms. Cindy RussoCCC Perkins Consortium Coordinator russoc@cravencc.edu252-672-7590 Ms. Rebecca HoldenSoutheastern Community College (SECC), Perkins Grant Representative Becky.Holden@sccnc.edu910-642-7141, ext. 346 Mr. Michael CobbBrunswick Community College (BCC), Perkins Grant Representative cobbm@brunswickcc.edu910-755-7397 Ms. Michelle WillisPamlico Community College (PCC), Perkins Grant Representative mwillis@pamlicocc.edu252-745-7349

7. 1. We strengthened the academic, career and technical skills of our consortium students by: Expanded the requirement of CRC Certifications in technical programs. Provided student advising and reviewed student learning outcomes, i.e. monitoring student progress. Encouraged students to utilize available college services such as the Academic Skills Center, tutoring services, JobLink Career Center, Student Services, and academic planning strategies with their assigned faculty advisor. Maintained strong relationships with community high schools to address articulations agreements, career pathways, and future needs. Continued…

8. 1. We strengthened the academic, career and technical skills of our consortium students by: Maintained strong relationships with industry partners, community leaders, and local employers to ensure current needs are being met and future needs are addressed. Ensured students are provided with current/relevant industry equipment, software, resources and highly qualified faculty. Ensure faculty/staff are provided professional development opportunities to include academic training, job shadowing, and “Back to Industry” opportunities. Supported Skills USA organization in order to provide students leadership and skills based opportunities in NC as well as nationally.

9. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: Strong relationships with our community middle and high schools; includes regular meetings; on-site tours; guest speakers; articulation agreements; development of CTE career pathways; teaching college courses such as welding in the high schools; collaboration on the purchase of equipment to support CTE programs at the high schools. Work-based Learning Opportunities and Apprenticeships with industry partners; includes working towards NCWorks Certification. Development of academic planning strategies with students assigned faculty advisor. Continued…

10. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: Career and College Promise, Early College, senior level advising and/or counseling, i.e., faculty advisor, Department Chair, Dean, etc. Professional development for secondary skill counselors to enhance awareness of available opportunities for their students. Ensuring middle and high school counselors and career advisors are aware of articulation agreements in place for four-year college and university programs. Center for Advance Studies Coordinator.

11. 3. We provided students with strong experience in, and understanding of all aspects of an industry by: Maintaining strong relationships with our Industry Partners in all aspects of industry, i.e. CTE related organizations/employers. Providing Apprenticeship and Work-based opportunities for students; job shadowing; on-site tours with local employers/industry partners; bringing local employers/industry partners to campus to speak with students, etc. Hosting/participating in campus job fairs, Advanced Manufacturing events, and providing Career Counseling services to site several examples. Assisting students with job placement opportunities throughout their academic careers at CCC. Continued…

12. 3. We provided students with strong experience in, and understanding of all aspects of an industry by: Hosted Open House events for students and parents; conducted on- site tours, demonstrations, and interactive conversations with faculty in technically specific fields of study. Increased the number of business/industry recognized credentials to various programs of study. Invited industry partners from local businesses to speak in various CTE related classrooms. On-site daycare serving campus and providing real-world training opportunity for students.

13. 4. We developed, improved, or expanded the use of technology in career and technical education by: A wide variety of resources, methods, and actions were taken by the consortium schools; examples from each school follow: CCC Installed large screen monitors and Apple TV in many of the classrooms to allow faculty to utilize iPads in the classrooms. Acquired mobile Chromebooks in order to allow students, in Cosmetology, Esthetics, Automotive Services, and Welding to utilize a mobile computing labs allowing them to take advantage of new and advanced software available in these programs. Developed hybrid and online course options for several CTE related programs. Acquired (2) servers to support our VMWare coursework and other virtualization opportunities. Continued…

14. 4. We developed, improved, or expanded the use of technology in career and technical education by: A wide variety of resources, methods, and actions were taken by the consortium schools; examples from each school follow: SECC Provided the opportunity for CTE instructors and the Division Chair to attend a Cengage- sponsored event on Distance Learning. Provided AVID training for BPT instructors on new industry specific software. Provided COS instructor training on the consortium acquired Pivot Point Software/website. Offer in-house training on Moodle and other various software. Utilized strong relationship with technology industry partner to place IT related students. Continued…

15. 4. We developed, improved, or expanded the use of technology in career and technical education by: A wide variety of resources, methods, and actions were taken by the consortium schools; examples from each school follow: BCC Developed technology Bee Hive project: Electronics, Engineering Technology, Computer Technology, and Computer Information Technology Expanded technology use Associate Degree Nursing, e.g., headwall Practical Nursing, e.g., practice chests Continued…

16. 4. We developed, improved, or expanded the use of technology in career and technical education by: A wide variety of resources, methods, and actions were taken by the consortium schools; examples from each school follow: PCC Provided the opportunity for CTE instructors to attend training and conferences. Teaming with the Pamlico Schools, Arapahoe Charter, and Pamlico County Economic Developer, writing a grant to develop and equip a STEM program beginning in the midlle school. Pathway expected to lead to CTE Career and College Promises classes, to Pamlico Community College, and then to the workforce. Purchased robotic equipment to expand our Electrical Systems Technology program through a Golden Leaf Grant.

17. 5. We provided professional development by: Providing faculty and staff the chance to participate in “Back to Industry” and field related internship opportunities with local employers/Industry Partners; release time options available. Holding program specific Industry Partnership meetings as well as a new Annual Industry Partnership Day in which employer’s can help us answer three questions first hand: What are we doing right? What are we doing wrong? And, What can we do better? Providing faculty and staff the opportunity to attend professional training in their field of study, in the field of education, and in the use of technology in the classroom. Continued…

18. 5. We provided professional development by: Collaborating with County Schools faculty with like minded programs on areas where additional raining may be warranted or desired. Participated in “Completion by Design” and are in the process of sharing observations and results with the other areas of the campus. Provided Academic Counselor and other Student Services Administrators training via webinars related to non-traditional enrollment and other CTE topics. Developed and implemented “Lunch and Learn” training opportunities for local high school students, faculty, and staff.

19. 6. We developed and implemented evaluations of our career and technical education programs by: Performing and presenting required “Self-Study” Program Reviews for faculty and staff outside of our CTE areas; average of (5) per year on three-year cycle. Formal reviews of Student Opinion Surveys. Industry Partnership meetings – evaluation of hired graduates. Direct marketing and recruiting of special population students. Providing on-site program tours and demonstrations for local employers/industry partners. Maintaining articulation agreements with County Schools and a number of 4-year universities and colleges. Continued…

20. 6. We developed and implemented evaluations of our career and technical education programs by: Exit survey specifically targeting graduating students. Annual survey of faculty and staff on their satisfaction with various aspects of the college. Perform an annual data-driven evaluation of each program of study to show number of students in a given program and the retentions rates from one semester to the next. Participation in NCCCS re-alignment projects. Industry Partnership meetings with CTE Advising team members – topics include evaluation of hired graduates, recruitment, pathways, retention, and completion. Creating a team to review Perkins Core Indicators of Performance.

21. 7. We Initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: Utilizing funding to expand and enhance programs such as (several examples follow): Welding (equipment and faculty) Automotive Services (equipment, software, and professional development for faculty) Electronics Engineering (equipment and professional development) Cosmetology and Esthetics (equipment, software, and professional development) Manufacturing Composites (Equipment and professional development) Computer-Aided Drafting (Equipment and professional development) Computer Information Technology (Equipment and professional development) Maintaining strong relationships with Industry Partners. Maintaining strong relationships with Craven County Schools Continued…

22. 7. We Initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: Piloted a new program, Nurse Aide, SP 16 in response to business/industry demand and secondary partners. Evaluating two new programs in response to feedback received from business/industry partners. Improved programs through implementation of industry recognized certifications (AWS, NATE, etc.) Enhanced/expanded program offerings through the addition of classes and what is taught in the classes as a result of industry partner feedback and real-world project results. Pursuing other grants and alternate funding sources for CTE programs.

23. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: There are approximately 800 to 900 CTE students enrolled in classes at CCC per semester; Perkins funding is used to enhance and/or expand as many CTE programs as possible – several examples are as follows: Electronics Engineering (equipment and professional development) Cosmetology and Esthetics (equipment, software, and professional development for CCC and the consortium) Manufacturing Composites (equipment and professional development) Computer-Aided Drafting (equipment and professional development) Computer Information Technology (equipment and professional development) Nursing (software for CCC and the consortium) Program Specific Example – CCC Welding AAS Program was approved two years ago at CCC: As a result of the funding used for enhancement and expansion of our Welding program, we were able to add another full-time welding instructor, expand and enhance the program equipment, increased enrollment by more than 20%, and are currently teaching 78 contact hours per week in the welding curriculum. Continued…

24. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: There are approximately ??? to ??? CTE students enrolled in classes at SECC per semester. Programs meet this standard based on framework established by the NCCCS system office. SECC adheres to the curriculum standards for programs, the course descriptions within the common course library, and the requirements to the filing of programs of study. SECC uses this same guidance for services and activities beyond programs of study: Child Care Resource & Referral does not rely totally on their child development center as the only placement for dependent children. The SECC Help Desk, Moodle Help Desk, and IT Support services are prepared to handle a volume of requiests on a variety of topics. Student Services has prepared for and plans a number of orientations to ensure all students have an opportunity to participate. Our Skills USA Chapter was established as a TPP to enable all SECC CTE students to participate. Continued…

25. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: There are approximately ??? to ??? CTE students enrolled in classes at BCC per semester. BCC maintains success rate It has been the practice of BCC to utilize Perkins funding for professional development. Both Associate Degree Nursing and Practical Nursing 100% pass rate on state board tests. BCC maintains strong transition from school to work Most of the current graduates already have jobs and some have the promise of jobs after passing their respect state board test. BCC wants to build on that success in other CTE programs. Continued…

26. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: There are approximately ??? to ??? CTE students enrolled in classes at PCC per semester. Perkins funds were utilized to purchase Esthetics equipment and supplies which augmented an upstart program and provided opportunities for students they might not otherwise had. Human Services Technology faculty funds provided a highly skilled HST professional with a high level of field experience to create and implement an exciting new program on our small campus. Professional Development funds reignited excitement around CTE programs and educated faculty and staffs on various components of the CTE programs, training, and protocols. We are the smallest NC Community College; while our scope and size may be small, we have been able to make large impacts on our community through the funds provided by the Perkins Grant.

27. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: Provided support services such as information based and student driven advising, financial aid, academic counseling, career counseling, Academic Skills Center, employability skills workshops, childcare assistance, work ethics, etc. Provided mentoring/role models activities, transportation assistance, recruitment activities, personal finance counseling, NC Works and job placement assistance, Work-based Learning opportunities, and Apprenticeships. Assigned ADA Coordinator/Counselor to ensure students with disabilities are able to acquire the assistance they need; internal ADA training for faculty and staff. Continued…

28. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: WIOA department and financial aide departments work collaboratively to provide funding for eligible students. Resource connections are made to bring eligible students to WIOA, Displaced Homemaker, Minority Male Mentoring, and other supportive programs to assist students towards self sufficiency, program completion, and other needed resources. Child Care Resource & Referral Service assists parents of young children with daycare needs. Well published student grievance policies. Well-published nondiscrimination policies and procedures. Continued…

29. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: Foundation works collaboratively with school to provide funding for students entering programs prior to their financial aide being finalized by offering scholarships to eligible students. Providing work study and job placement opportunities to students. Established success coach program designed to meet individual student needs. Hosting Vocational Rehabilitation services on campus. Online Help desk to assist students with general questions; online Moodle Help desk to assist students with questions relating to Moodle, and technical help desk to assist students with technical issues.

30. Closing Thoughts (CCC) The Perkins Funding provided to CCC has had a very positive impact on the Career Programs Learning Center, all of our CTE programs, our faculty, staff, community, and most importantly, our students. The funding has allowed us to enhance and expand many of our CTE programs providing support for hundreds and hundreds of students. The funding has provided our faculty and staff the opportunity to maintain their professional skills sets, remain current in their industrial environments, and ensure they are providing our students with the most relevant technology and training available in a given field of study. Continued…

31. Closing Thoughts (SECC) The monitoring visit helped to clarify what we were doing correctly and what needed improvement. Based on what we have learned, we are looking at a Perkins Grant Policy Manual to guide our faculty and staff on permissible and non-permissible uses of funds as well to understand the purpose behind the Carl D. Perkins Act. Continued…

32. Closing Thoughts (BCC) Special populations will be a major focus at BCC. BCC will use the decennial review process to assess and improve all CTE programs. BCC will build on the success of the healthcare programs as a way to improve other CTE programs. Continued…

33. Closing Thoughts (PCC) With PCC being the smallest school in the system, we have made many improvements as a result of Perkins funds that otherwise we would not have been able to provide for our students. It has enabled us to create a professional environment in our Cosmetology and Esthetics programs which engages our students further in their education and instills in them a level of professionalism which they carry forward into the workforce. We have been able to train faculty to operate microdermabrasion equipment so they can certify our students. By leveraging our purchases through our consortium, we have been able to acquire items at a better price through bundling. Continued…

34. Closing Thoughts (Consortium) Through the use of the consortium model, we were able to take advantage of a number of like programs such as cosmetology, esthetics, and nursing to acquired consumables, software, and other services at a much reduced rate taking advantage of an economy of scale situations. The consortium model also provided all of us a few challenges, but overall, I believe the consensus opinion would indicate that we worked very hard to create a positive outcome; geography is a major hurdle when trying to comply with the requirements of the funds.