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

2. Perkins funding made a difference at our college by: Local Perkins funding combined with our NCWorks grant has made a tremendous difference in our public school outreach. We developed and implemented 23 CTE pathways in collaboration with the public schools. Performed over 800 middle school interest and learning style assessments Brought 797 middle and high school students to campus to date Produced pathway maps for the public schools to use in advising and counseling Continued our counselors’ physical presence in the high schools Purchased technology and equipment for CTE programs to keep programming cutting edge

3. Our college’s best practice using Perkins funds is: Leveraging funds to increase outreach to the public schools and the local business community. Purchasing equipment that could not be purchased through tight State funding for our very expensive technical programs such as Health Sciences. Lifting barriers to special populations by providing funding for childcare and purchasing adaptive technology for students with disabilities. Increasing our spring and summer academies for middle and high school students and partnering with private entities to provide items for the academies which could not be purchased with Perkins funds.

4. Our College Perkins Team: NameTitleE-MailPhone Susan H. McIntyre, JD (primary contact) Laurie Freshwater (secondary contact) Dean of Applied Sciences Dean of Health Sciences mcintyres@carteret.edu freshwaterl@carteret.edu 252.222.6230 252.222.6281 Bena Weires Susan McIntyre CTE HS to CC Articulation & SkillsUSA 9-14 CTE Programs of Study weiresb@carteret.edu mcintyres@carteret.edu 252.222.6156 252.222.6230 Robie McFarland Brandon Dyer NC-NET Special Populations mcfarlandr@carteret.edu dyerb@carteret.edu 252.222.6021 252.222.6237 Nicole ThompsonMicrosoft Certificationthompsonn@carteret.edu252.222.6046 Bryan GrayAdvanced Manufacturing Week grayb@carteret.edu252.222.6278

5. 1. We strengthened the academic, career and technical skills of our students by: Obtaining State approval of 23 CTE CCPs during the summer and fall of 2015. Increasing enrollment in our CTE CCPs by 300% from F14 to F15 under existing CTE CCPs. Redesigning our existing pathways in tandem with our CTE programs of study. Reducing the number of credit hours required to complete all AAS programs. Strategically changing the types of GenEd course required in AAS programs from traditional transfer courses to courses with more applied skills e.g. PSY 118 v. PSY 150.

6. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: Attended several meetings with public school counselors and CTE faculty to discuss CTE CCPs Attended Perkins conferences to observe and share best practices with colleagues CTE faculty have worked in tandem with NCWorks Career Specialist in in speaking to public school students, faculty, and counselors in the following secondary programs: Family and Consumer Science (EDU, CUL, HRM), Health Sciences, Agriculture (Aquaculture), Finance (BA), IT, Cosmetology and Spa Services Sponsored middle and high school academies in Spa Services, Health Sciences, IT, Early Childhood, Legal Services, and Photography

7. 3. We provided students with strong experience in, and understanding of all aspects of an industry by: Continuing to work with the NCWorks Career Specialist in reaching out to local industry to develop WBL experiences Encouraging our CTE faculty to use field trips to work sites Bringing in industry and community representatives to sponsor programs outside the classroom e.g. Escoffier dinner series, National Boatbuilding Challenge, Cosmetology SkillsUSA Competition Continuing to work on our career and workplace database while developing a Career Center

8. 4. We developed, improved, or expanded the use of technology in career and technical education by: Purchasing the following equipment: Two Smartboards for use in classroom labs in EDU and Respiratory Therapy Unmanned aerial photography equipment in Photography Proofing cabinet and commercial ice cream maker for Baking and Pastry Digital Scale for Culinary Control Station for Radiography

9. 5. We provided professional development by: Funding Professional Development in: Information Technology Office Administration Alignment Project Human Services Distance Learning (Moodle and Quality Matters training) Perkins Conferences SkillUSA Contracting Professional Development in Marketing and Managing Millennials

10. 6. We developed and implemented evaluations of our career and technical education programs by: Continuing our Food Service Technology program which targets special populations (occupational) including students from the public schools (started in ay 14-15, 15-16 data not yet available). Hired a 10 month contract instructor who heads up the FST program. in addition to his other instructional duties in Culinary Arts. Continued our discussions with the public schools regarding the appropriate selection of participating students in FST. Provided childcare funds for CTE students. Provided adaptive technology for students with disabilities.

11. 7. We Initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: Continuing support of the Quality Assurance program for CTE DL instruction utilizing Quality Matters Continuing training of peer reviewers in Quality Matters Expanding instruction in Solid 3D modeling in NCMARTEC Implementing a cross curriculum certificate in Digital Media utilizing Computer Art, Photography, and Web Technologies Identifying major equipment needs and began our search for outside revenue streams e.g. 5 axis router approximate cost $40,000 and 3D printing capabilities for Boat Manufacturing

12. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: Significantly expanding our middle and high school academies targeting more middle schoolers Running two sessions of some academies separated by age appropriate activities Expanding our outreach for academy participants to the Boys and Girls Club Providing CareerSpots.com videos by subscription available on college website Sponsoring the college’s first SkillsUSA team

13. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: Obtaining local Curriculum Review Committee approval of new ACA 220 Professional Transition course which targets CTE students and emphasizes soft skills Continuing to provide information about ACA 220 to CTE faculty to encourage them to adopt the course into their POS. Integrating Career Readiness Certificate into ACA 220 in response to local employers’ request. Initiating marketing of CTE programs to non-traditional gender populations by integrating appropriate photographs and story lines into existing marketing materials.

14. Closing Thoughts One of the best things that we have done with Perkins for the past two years is to leverage our local Perkins funding and work in tandem with our NCWorks Leadership grant Career Specialist. The academic deans and the dean of SER have proposed making this position a permanent part-time job to be funded by the State for the upcoming fiscal year. We are still awaiting data on 2015-16 initiatives to determine how we have increased numbers in our CTE CCPs, but we are hopeful that we continue to grow. In order to continue this success we must focus on our school outreach, counseling, and formalization of our career center.