1. Perkins 2015-16 End of Year Evaluation Surry Community College Dr. Michael Miller Ms. Connie Wolfe Dr. Jami Woods

2. Perkins funding made a difference at our college by: Allowing the college to modernize its programs through the purchase of equipment that is comparable to the equipment used in local business and industry.

3. Our college’s best practice using Perkins funds is: Allowing the students more hands-on time with modernized labs updated through Perkins funding. Providing students with equipment that closely simulates the working environment. Providing students with the opportunity to work on equipment from different vendors to enhance their versatility and adaptability when seeking employment.

4. Our College Perkins Team: NameTitleE-MailPhone Jami WoodsVP, Academic Affairswoodsj@surry.edu336-386-3266 Mike MillerDean, Business, Technologies, and Health Sciences millermb@surry.edu336-386-3235 Connie WolfeDean of Arts and Scienceswolfecr@surry.edu336-386-3220 Tony MartinCFOmartint@surry.edu336-386-3222

5. 1. We strengthened the academic, career and technical skills of our students by: Providing students an Advanced Manufacturing week held on the Surry Community College campus, which included speakers from local business and industry, along with opportunities for students to network. Coordinating faculty-led tours of local business and industry that allowed SCC students to see career and technical skills from the classroom put into use on the job. Conducting mock-interviews with career and technical students to prepare them for successful job searches. These mock interviews were staffed by our Dean of Business, Technologies, and Health Sciences, faculty from the respective program, and industry representatives. Students also received support services from Jobs Connect, an SCC division that provides students with resume and cover letter seminars on demand. Reviewing all career and technical programs and making necessary curriculum updates and revisions based on feedback from our annual program advisory meetings (attended by local business and industry representatives and secondary education partners). Recommendations were then approved through appropriate College channels (Academic Council  President’s Cabinet  Board of Trustees).

6. 2. We linked career and technical education at the secondary level with career and technical education at the postsecondary level: High school-to-College program maps were updated and linked on the college’s website. The college hosted a “Lunch and Learn” for secondary partners, including principals and high school counselors. The college’s staff presented High school-to-College program maps, a Career and College Promise guide book, and details about career and technical programs. The college developed a one-stop high school landing page on its college website to make it easier for parents, secondary teachers and staff, and students to find the information they need for their students to earn credit through CCP and through traditional enrollment upon graduation from high school.

7. 3. We provided students with strong experience in, and understanding of all aspects of an industry by: Providing students with work-based learning opportunities (WBL). Providing students with tours through local business and industry, resulting in job opportunities upon graduation. Providing students with opportunities to work on short-term projects with local business and industry partners. Providing students with mock-interviews to prepare for job interviews. Hosting Advanced Manufacturing Day, which included local business leaders and a keynote speech from a local entrepreneur. The day also included students from high schools in the college’s service area.

8. 4. We developed, improved, or expanded the use of technology in career and technical education by: Developing and offering hybrid and online courses to students in CTE courses. The following sampling of courses were offered in either hybrid or online formats during the 2015-16 AY allowing students to gain skills in the CTE area: ELN-232 GRA-153 GRD-241 HYD-110 NUR-118 SEC-110 WEB-151 CMT-210 CMT-212 CMT-214 DFT-151 GRD-110 GRD-121 LEX-240 LEX-260 MEC-111

9. 5. We provided professional development by: Campus-wide professional development for all faculty: Division-specific writing within the discipline sessions led by the College’s QEP (Quality Enhancement Plan) Director. Writing within the discipline workshop led by Dr. Georgia Rhodes, Appalachian State University. Professional development for industry-specific training and skills for Career and Technical programs, including: First 3 classes in an Energy Management Certificate @ NC State Heat pump training using inventor tech in Winston Salem, NC Second 3 classes in an Energy Management Certificate @ NC State North Carolina Society of Medical Assistants – Winter Seminar State Medical Assisting Educators Meeting in Monroe, NC Assessment Institute in Indianapolis, IN Blueprinting and Test item writing for faculty success in Greensboro, NC North Carolina Society of Medical Assistants – Winter Seminar State Medical Assisting Educators Meeting in Monroe, NC Blueprinting and Test item writing for faculty success in Greensboro, NC Screen Print workshop @ Sawtooth Center in Winston Salem PTA national conference in Anaheim, CA Blueprinting and Test item writing for faculty success in Greensboro, NC

10. 5. Professional Development (continued) OSHA 10 training AWS D1.1 seminar and completed CWI and CWE exams AWS Section #87 meeting in Greensboro, NC PTA national conference in Anaheim, CA Blueprinting and Test item writing for faculty success in Greensboro, NC APTA Educational Leadership Conference in Baltimore, MD 2016 IT Innovates Conference @ Savannah, GA NCCIA Conference in Salisbury, NC AWS Section 4 meeting in Greensboro, NC AWS Section #87 meeting in Greensboro, NC AWS Section meeting in Durham, NC NCCIA Conference in Salisbury, NC Distance Educators Central Regional Workshop in Thomasville, NC Adobe Certified Expert Exam Communicating with Professionalism and Etiquette online course NCCIA Conference in Salisbury, NC NC3ADL Regional Workshop @ Davidson CC NCCIA Conference in Salisbury, NC Professional Development Seminar in Raleigh, NC NCCIA Conference in Salisbury, NC

11. 6. We developed and implemented evaluations of our career and technical education programs by: Conducted annual program reviews of HVAC, Automotive Systems, Electrical Systems, Construction Management Technology, Paralegal, Office Administration, and Advertising & Graphic Design. The College’s program review follows a three year cycle. The review includes such data as credentials earned, fall-to-fall retention, advisory committee feedback, FTE, students’ achievement of program learning outcomes, and student evaluation feedback.

12. 7. We Initiated, improved, expanded, and modernized quality career and technical education programs, including relevant technology by: The following equipment was purchased by use in Career and Technical programs: 1 tractor and 1 pre-pruner, Viticulture and Enology 1 manual mill and 1 manual lathe, Computer-Integrated Machining Manikins, Health Science Scaffolding, Construction Management Technology 1 track torch, Welding Technology

13. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: Sufficient Size: All career and technical programs have sufficient enrollment to continue. Most recent enrollment data for these programs is as follows: Viticulture – 21 Accounting -56 Business Admin. – 144 Digital Media – 22 CIT – 61 Paralegal – 24 A&GD – 52 HVAC – 29 Electrical Systems – 16 CMT – 19 EET – 25 Mechatronics – 27 Nursing – 149 PTA – 28 Machining – 31 Cosmetology – 57 Automotive – 59 Carpentry – 15 Welding – 64 ECE - 92

14. 8. We provided services and activities that are of sufficient size, scope, and quality to be effective as evidenced by: Scope: SCC ensures that career and technical programs are aligned with other programs at the college, as any programmatic change in an AAS degree that impacts general education course selection is vetted through the colleges Academic Council, which includes representation from all academic divisions of the college. Further, course selection for programs of study is driven by programmatic outcomes identified by the Chair, faculty members, and the respective Dean.

15. 8. Quality (continued) Quality: SCC assesses the quality of its graduates in two ways: 1) through the general education assessment model, which randomly samples student performance across reading, writing, quantitative literacy, speaking, technology, and information literacy; and 2) through students performance on a standardized pre-test, post-test of general education skills. Data trends for the past three years show that student performance is gradually increasing across these general education outcomes. Disaggregation of results by program will occur in the summer of 2016.

16. 8. Quality (continued) ADN: 98% passing rate LPN: 100% passing rate PTA: 100% passing rate Cosmetology: 100% passing rate Additionally, SCC gathers annual performance data on students’ first- time test taking skills for licensure. SCC student performance on this measure is as follows:

17. 9. We provided activities to prepare special populations students who are enrolled in CTE courses by: Providing workshops at the local high schools on Disability Services and Transitioning from High School to College Participated in New Student Orientation providing guidelines and information on requesting Support Services

18. Closing Thoughts Funding received by Surry Community College was used to support the purpose of the Carl D. Perkins Act, “to provide individuals with the academic and technical skills needed to succeed in a knowledge- and skills-based economy.” (https://www.acteonline.org/perkins/#.Vz3_xPkrKM8)https://www.acteonline.org/perkins/#.Vz3_xPkrKM8