1. 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

2. 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.

3. 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.

4. 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

5. Workforce Development circa 2005

6. Workforce Development circa 2015

7. Workforce Development circa 2017
(How We Feel)

8. 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?

10. 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

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

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

14. 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)

15. 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

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

17. Pima County Population Projections

18. 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

19. 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

20. 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

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

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

24. 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