This plan is a collaborative effort between Northeast State administrators, faculty, staff, secondary administrators, and teachers and local industry leaders. The plan is based on data from the Career Fast Track dual enrollment program and from the articulation assessments as well as current performance levels relative to recruitment, retention, graduation and placement of Northeast State AAS students. Analysis of that data strategically guides Northeast State’s continued growth and ensures quality of the AAS programs.

Several of the Industrial Technology programs were originally developed as stand-alone AAS degrees. These programs were consolidated into the Industrial Technology AAS degree with concentrations in Automotive Service, Industrial Drafting Design, Machine Tool, Manufacturing, Mechanical, Motor Sports, and Welding/Metal Fabrication. General Technology, Electrical Technology with concentrations in Electrical and Electromechanical remain as stand-alone AAS degrees. When the Industrial Technology programs were stand-alone, each program was scheduled to have a major field assessment as part of the state’s Performance Funding program on a five-year cycle. After consolidation, the Industrial Technology programs were exempt from performance funding due to being interdisciplinary studies.

Within the two year grant period, the grant coordinator will research the availability of industry recognized or nationally normed exams, and/or assist faculty in the development of locally developed industry validated exams for AAS Industrial Technology and Allied Health programs. The grant coordinator will also work with appropriate personnel on the Tennessee Technology Deans Council and/or their designee in the development of industry validated exams for certain programs to be used and reported statewide. The results of the skill attained from these exams will be disseminated to the program advisory committees, NSTCC administrators, TBR, and all other stakeholders. These results will initially be compared against the FAUPL.

The results will be evaluated primarily by the faculty, or program advisory committees and corrective actions will be implemented on any weaknesses identified for program improvement.

The Allied Health Programs currently have an aggregate skill attainment rate of 93%. While the Allied Health program is continually looking to improve skill attainment, the program will not utilize Perkins funding for this grant cycle.

The grant coordinator in conjunction with the deans, director of Career and Employment Services and the Student Success Center will work with local industries to encourage them to either hire CTE concentrators that have graduated or give preference to graduates. With a current graduation rate of 50%, an effort will also be made with local industries to require or strongly encourage employees, which have not graduated, to complete their credentials, certificates and/or degrees.

The grant coordinator will coordinate efforts to communicate to currently enrolled and first-time full-time freshmen about the importance of obtaining a degree and/or certificate. With a baseline of 72.05%, the coordinator will assist the faculty in scheduling guest speakers from local industries to visit students in classroom settings and seminars on the importance of staying in school to obtain their degrees and/or certificates to make them more employable.

The coordinator’s primary responsibility will be to visit all of the EDUC 1010 Freshmen Experience courses which are primarily made up of undecided majors to provide them with data related to salary increases as they pertain to educational achievement, i.e. GED, high school diploma, certificate, AAS degrees and BS degrees

The grant coordinator will work as a liaison between the academic deans and the Office of Career and Employment Services to collect and analyze trend data of the placement rates of graduates to present to the program advisory committees, TBR, and other stakeholders. The grant coordinator will assist the academic Dean in identifying qualified candidates for placement as requests are presented to academic deans and faculty.

The grant coordinator will also assist in the gathering of data from non-respondents of graduate surveys to include but not limited to place of employment, supervisors names, averaging starting salaries and other relevant data. With a baseline of 92%, these data will also be used for purposes of recruitment and retention for traditional and non-traditional participation.

The grant coordinator will coordinate and participate in recruitment activities with local industry representatives to recruit under-represented gender groups that lead to employment in non-traditional fields. These recruitment activities will include but not be limited to visits to local high schools, youth councils, TN/VA Scholars, career days, NSTCC freshmen experience courses, etc.

With a baseline of 21.1%, the grant coordinator will work with the local industries to identify under-represented gender
incumbent workers to assist in all recruitment activities. The
grant coordinator will also develop brochures targeting under-
represented gender groups.

The grant coordinator will work with the Student Success Center, the Learning Center, and Student Support Services to identify underrepresented gender-base students that have been either referred or volunteered for additional services. With a baseline of 45.28%, the coordinator will assist these indentified students to establish appropriately timed special events, such as workshops with industry representatives, to encourage them to complete their chosen AAS degree. The grant coordinator will schedule periodically and meet with the identified non-traditional students to encourage and identify any services available to assist them in meeting their graduation requirements.

Northeast State requires a core of general education courses as part of each degree program. Each associate of applied science degree program includes 15-16 semester hours of general education to prepare graduates for the expectations of employers.

The purpose of the general education core is to ensure that college students have the broad knowledge and skills to become life-long learners in a global community that will continue to change. Northeast State faculty designed the general education core courses to emphasize a breadth of understanding and not a set of skills, techniques, or procedures associated with a specific occupation or profession.
As a member of the Tennessee Board of Regents system, Northeast State adheres to the philosophy that general education should provide critical thinking skills for analysis to continue to seek truths, to discover answers to questions, and to solve problems.

General education core courses have been reviewed and approved both through institutional and statewide processes to ensure that they meet TBR goals and learning outcomes. The general education core categories include communication (written and oral), humanities and/or fine arts, social/behavioral sciences, natural sciences, mathematics, and history.

According to Tennessee Board of Regents policy, associate of applied science degree programs require a minimum of 60 semester college-level hours. Credit hours earned in remedial or developmental courses are institutional credit and are not applicable to credit hours required for a certificate, associate, or baccalaureate degree. Each student studying for an associate of applied science degree must complete a minimum of 15-16 semester credit hours of general education and a minimum of 45-46 semester credit hours in the technical specialty. Components of the basic core of general education in associate of applied science degree programs consist of a minimum of one course in the following areas.

Subject Area Credit Hours
• English Composition 3
• Humanities/Fine Arts 3
• Behavioral and Social Sciences 3
• Natural Science/Mathematics 3
• One additional course from the
categories of Communication,
Humanities/Fine Arts,
Social/Behavioral Sciences,
or Natural Science/Mathematics 3-4
• Total 15-16

These TBR policies ensure that the general education components of the AAS degrees strengthen the academic and career technical education programs.

Northeast State has a very strong working relationship with local high schools. Northeast State currently has at least one CTE program of study for each LEA (local education agency) in our service area. In the past six years, Northeast State has administered over 6,000 articulation tests and has served as host to thousands of high schools students. Some of the activities linking secondary to post secondary that NSTCC hosts are listed below:

• Career Days
• High School Transitions Executive Council
• Fall Leadership Conference
• Skills USA competition
• UETEC Day - curriculum alignment
• Home School Day
• Tennessee Mathematics Teachers Association math conference
• TMATYC - Tennessee Mathematics Association for Two
Year Colleges Conference.

The majority of these activities are directly related to linkages between the secondary CTE programs and NSTCC’s AAS degrees.

The grant coordinator will work with CTE faculty at the secondary and postsecondary level to increase the number of “programs of study” within each LEA.

Northeast State has several cooperative education opportunities for students. Companies may request cooperative education students based upon their hiring needs during any particular semester. Northeast State identifies qualified candidates based upon guidelines established by the College. The College either sends the students and/or their resumes to the perspective employer. Once the students are selected, they are enrolled in a cooperative education course.
Northeast State currently has a long-standing cooperative education agreement in place with Eastman Chemical Company for the Electromechanical, Machine Tool, and Welding/Metal Fabrication concentrations of the AAS degrees in Industrial Technology. Upon completion of a minimum of 12 credit hours in the program, students are eligible to apply to participate in the co-op program. Students are required to successfully complete a Work Keys pre-employment test and personal interview with Eastman Chemical Company personnel before being accepted into the program. Once accepted, students will work for one year for Eastman Chemical Company while continuing to attend Northeast State to complete the requirements of their AAS degree. At the end of the year, students that have completed the degree requirements may be offered a full-time position that will lead to a Department of Labor apprenticeship program.

In addition, Northeast State invites guest speakers on campus to discuss required skills sets, work environments, and work expectations. Students also participate in industry tours on a regular basis and the College hires full-time and adjunct faculty with strong business and industrial experience.

The grant coordinator will organize field experiences for students to participate in industry visits including tool shows in Charlotte, North Carolina and/or BMW plant in South Carolina.

Northeast State develops, improves and expands the use of technology in the career and technical education programs as funding allows.

All faculty including CTE teachers have the opportunity to continually upgrade technical skills by attending conferences, seminars, and other professional development activities as funding allows. Each faculty member is provided limited travel funds through the College’s strategic planning/budgeting process.

Some AAS degrees in Business Technology, Office Administration Technology, and Computer and Information Sciences are currently being offered in an on-line format and/or ITV at five remote locations and the main campus.

The grant coordinator will facilitate professional development activities related to the training of secondary and post-secondary faculty on the use of ITV classrooms. The professional development activities will be intensive, high quality, and classroom focused with long-term benefits for teacher performance. The grant coordinator will also facilitate training of post-secondary faculty to increase the number of on-line course offerings due to current energy crisis.

Northeast State Technical Community College recognizes the need for the continued professional growth and development of all faculty at the institution. The continued professional growth and development of faculty are necessary for the institution to continue to provide educational programs which:

1. Include new developments and knowledge in academic disciplines,
2. Reflect new instructional, research, and public service techniques and strategies, and
3. Meet changing needs and expectations of students.
4. The professional development activities will be intensive, high quality, and classroom focused with long-term benefits for teacher performance.

While all faculties are responsible for their own continued professional development, it is essential that the College provide planned, organized faculty development programs to encourage professional growth in accordance with the missions and goals of this institution.

The grant coordinator will coordinate meetings with the High School Transition Executive Counsel and conduct high school faculty counselor workshops. The grant coordinator will also begin a collaborative process for the academic and CTE faculty and integrate academics into CTE courses and CTE content into academic courses, primarily in the areas of oral and written communication and mathematics.

Part of the performance funding standards for Northeast State includes a program review. Selected programs undergo an academic audit which is a peer review process that includes a self study and site visit by peers outside the institution. The process emphasizes self reflection and self improvement rather than compliance with predetermined standards. The purpose of the academic audit is to encourage departments or programs to evaluate their educational quality processes – the key faculty activities required to produce, assure, and regularly improve the quality of teaching and learning. Audit teams thoroughly evaluate the programs, meet with students, and conduct interviews with faculty and administrators. The selected programs must meet TBR academic standards.

Additionally, Northeast State Technical Community College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award the associate degree.
All Industrial Technology and Computer and Information Sciences programs are accredited by the National Association of Industrial Technology (NAIT). The National Association of Industrial Technology is recognized as the premier professional association responsible for the promotion of industrial technology in business, industry, education, and government.
All Business Management and Office Administration Technology programs are accredited by The Association of Collegiate Business Schools and Programs (ACBSP). The Association of Collegiate Business Schools and Programs is the leading specialized accreditation association for business education supporting, celebrating, and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn how to learn. ACBSP acknowledges the importance of scholarly research and inquiry and believes that such activities facilitate improved teaching. Institutions are strongly encouraged to pursue a reasonable mutually beneficial balance between teaching and research. And further, ACBSP encourages faculty involvement within the contemporary business world to enhance the quality of classroom instruction and to contribute to student learning.
All Allied Health AAS degree programs are accredited by one or more of the following: Commission on Accreditation of Allied Health Education Programs and the Joint Review Committee on Education in Cardiovascular Technology; Commission on Accreditation of Allied Health Education Programs and the Committee on Accreditation of Educational Programs for the EMS Professions and the Tennessee Department of Health, Division of Emergency Medical Services; Commission on Accreditation of Allied Health Education Programs and the Accreditation Review Committee on Education in Surgical Technology; Commission on Dental Education of the American Dental Association and National Accrediting Agency for Clinical Laboratory Sciences.

The grant coordinator will assist the Dean in collecting data for new programs or concentrations as requested by local business and industries.

Part of the Northeast State strategic planning for CTE faculty is for each department to develop a “three year technology plan” that ensures the most up-to-date technology will be taught to students in the CTE AAS programs to meet industry standards. Also CTE faculty utilizes recommendations of the program advisory committees to keep current on the latest industry standards.

Northeast State offers counseling and assessment services. Tutoring services are available relative to integration of academic concepts into career/technical courses. The Student Success Center provides a wide variety of services to both prospective and currently enrolled students which include academic advising, career advising, transfer advising, and academic assessments required for both admission and graduation. The Learning Center offers drop-in tutoring services that support special population students. The Career and Employment Services provides job seeking assistance and job referrals to enrolled students and alumni. Assistance is available on topics such as writing resumes, cover letters, interviewing techniques, and dressing for success. The Northeast State College Readiness program will also be providing intervention services for those students needing assistance with meeting ACT requirements.

Northeast State has volunteer programs that work with special population students. It is centered on individual needs where the special population students are provided with Career and Technical Education program(s)/project(s) in the most integrated setting possible by but not limited to the following:
a. curriculum modification;
b. equipment accommodation;
c. classroom accommodation;
d. supportive personnel; and/or
e. instructional aides and devices.

In addition, the grant coordinator will assist special populations in the preparation of resumes, application processes, Work Keys assessment, resume writing, and interview skills as appropriate.

Northeast State currently has 160 articulation agreements within the 16 high schools in our service area. We have 193 agreements including schools outside our service area that articulates with us due to program availability not offered at their community college. NSTCC is partnering with five high schools with the PC 459 program in three program areas. We have Fast Track dual enrollment opportunities for our 16 service area high schools. Fast Track offers four industrial skill opportunities and we have a Health Related Professions course as well. We also have ITV capabilities at two of our more rural schools for distance learning opportunities. NSTCC has four different programs which offer “program of study” opportunities within our service area. As of spring 2008, all nine LEA’s in our service area had at least one program of study.

All Northeast State CTE students are enrolled in the same academic courses as all other students in the College. All general education courses are approved by the TBR as outlined in Section 1 of “Required Use of Funds” section of this grant.

Northeast State recognizes the importance of providing industrial experiences to students within all major degrees and concentrations. Industrial experiences provided include, but are not limited to, the following:

• Industrial tours
• Work-study options
• Cooperative Education
• Seminars
• Guest Speakers

Furthermore, many students are employed in industry on either a full-time or part-time basis. It is not unusual for a given course to have a mixture of students who are full-time employees in area industry with the traditional full-time college student. This mixture encourages discussion in lectures, presentations and laboratory assignments which provides students the opportunity to learn various industrial and management applications beyond the textbook theories.

Northeast State Technical Community College recognizes the need for the continued professional growth and development of all faculty at the institution. The continued professional growth and development of faculty are necessary for the institution to continue to provide educational programs which:

1. Include new developments and knowledge in academic disciplines,
2. Reflect new instructional, research, and public service techniques and strategies, and
3. Meet changing needs and expectations of students.
4. The professional development activities will be intensive, high quality, and classroom focused with long-term benefits for teacher performance.

While all faculty are responsible for their own continued professional development, it is essential that the College provide planned, organized faculty development programs to encourage professional growth in accordance with the missions and goals of this institution.

Pursuant to the foregoing considerations, the following minimum guidelines concerning faculty development are established:
1. The vice president for Academic Affairs, assisted by the academic deans and with input from selected college committees, will plan and implement on an annual basis a structured, coordinated program for faculty development. The program will be designed to achieve predetermined objectives and will utilize an appropriate variety of activities which may include the following:
a. Systematic evaluation of instruction by students, faculty, and appropriate administrators to provide information which will be used to plan and implement in-service education programs designed to increase the effectiveness of the
instructional program.
b. Encouragement of innovation and improvement of instruction by a recognition system, i.e., distinguished faculty member award.
c. Effective use of grants-in-aid and scholarships pursuant to TBR Guideline P-130.
d. Provision of financial support through grant awards and other means for research or the improvement of instruction, for faculty participation in workshops, short courses and seminars designed to develop new skills in instruction, research and public service, and for faculty participation in major activities sponsored by their respective professional associations.
e. Sponsorships of local forums, lectures, and workshops on scholarly developments and activities.
2. The institutional budget will reflect the amount of funds allocated for faculty development.

3. The office of the chancellor also maintains a system level program for faculty development to supplement and enhance the faculty development programs of the individual institutions. Local faculty development activities will be coordinated with the system level program.

4. It is recommended that each faculty member attend a minimum of two educational programs each fall or spring semester (for a total of two). These programs can include both on- and off-campus events and can consist of in-services attended by the entire faculty, department, or individual. It is suggested that continued faculty development should include both specific individual/department needs as well as varied areas of interest to the faculty member.

Additional activities will be implemented as outlined in
Section 5 of the “Required Use of Funds”.

Northeast State Technical Community College is committed to providing quality technical education programs, and advisory committees are a vital link between our programs and the business and industries that we serve. Comprised of college faculty members and community representatives, advisory committees foster an open dialogue that helps to determine the workforce needs of the region, while enhancing collaboration between the college and regional business and industry. Specifically, Northeast State’s advisory committees are to provide counsel and assistance in the planning, development, and evaluation of programs at Northeast State. The functions or responsibilities of advisory committees are many. The following list provides a review of the more important activities in which the advisory committee should be engaged in:

• Advise concerning the type of program needed to prepare students for entrance into specific occupations.
• Assist and advise in developing long-range and short-range educational plans.
• Provide realistic advice on curriculum construction, materials, and educational policies to ensure that course content is related to employment needs.
• Assist in the evaluation of the technical education program in relation to work and life.
• Support education and appropriation requests and legislation at the local, state and national levels.
• Identify the most recent educational and employment trends in specific industries.
• Interpret technical education programs to the community, parents, employers, and prospective students through public information activities. These may include articles, news releases, speeches, advertisements, tours, radio, television appearances, and participation in special events and meetings.
• Provide the information base for the updating, additions, and and/or termination of technical education programs.
• Recommend and evaluate physical facilities and equipment currently used in business and industry to ensure program relevancy.
• Provide assistance and counsel in preparing students to enter the world of work.
• Develop and follow up on recommendations to instructors and administrators. Such recommendations should be formulated on faculty information and as a result of a thorough study of issues.

Every advisory committee evaluates the performance level requirements for the Perkins Grant relative to recruitment, retention, graduation and placement.

Northeast State Technical Community College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award the associate degree.
All Industrial Technology and Computer and Information Sciences programs are accredited by the National Association of Industrial Technology (NAIT). The National Association of Industrial Technology is recognized as the premier professional association responsible for the promotion of industrial technology in business, industry, education, and government.
All Business Management and Office Administration Technology programs are accredited by The Association of Collegiate Business Schools and Programs (ACBSP). The Association of Collegiate Business Schools and Programs is the leading specialized accreditation association for business education supporting, celebrating, and rewarding teaching excellence. The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn how to learn. ACBSP acknowledges the importance of scholarly research and inquiry and believes that such activities facilitate improved teaching. Institutions are strongly encouraged to pursue a reasonable mutually beneficial balance between teaching and research. And further, ACBSP encourages faculty involvement within the contemporary business world to enhance the quality of classroom instruction and to contribute to student learning.
All Allied Health AAS degree programs are accredited by one or more of the following: Commission on Accreditation of Allied Health Education Programs and the Joint Review Committee on Education in Cardiovascular Technology; Commission on Accreditation of Allied Health Education Programs and the Committee on Accreditation of Educational Programs for the EMS Professions and the Tennessee Department of Health, Division of Emergency Medical Services; Commission on Accreditation of Allied Health Education Programs and the Accreditation Review Committee on Education in Surgical Technology; Commission on Dental Education of the American Dental Association and National Accrediting Agency for Clinical Laboratory Sciences.

In addition to the Performance Funding standards, Northeast State will assess the core indicators of performance for career and technical education and will evaluate each focus area for continual progress toward the improvement of the performance. The data will be analyzed for trend analysis and continuous improvement. The data will disseminated to the college personnel, TBR, THEC, and other appropriate stakeholders.

Northeast State has programs that work with special population students. The programs are centered around individual needs of special population students as described in Section 3 of the Carl D. Perkins Act of 2006. Programs and services are provided to meet the needs of special populations as outlined in Section 3 of the Act by the following institutional departments: Students with Disabilities; Student Support Services; Student Success Center, Office of Multicultural Affairs, and Career and Employment Services.

Utilizing Perkins IV funding, Northeast State will develop an extensive marketing program for secondary students and the population at large promoting opportunities for underrepresented genders in nontraditional occupations.

Counselors and faculty advisors work with both prospective and currently enrolled students in order to provide adequate and timely advising/counseling services. Services provided include, but are not limited to, academic advising, career advising, transfer advising, and academic assessments required for both admission and graduation.

The Student Success Center conducts orientation sessions each year to accommodate the needs of incoming students. During orientation each first-time degree-seeking student meets with a professional advisor or faculty advisor to complete an extensive Intake Interview. Faculty advisors are available during the orientation sessions to assist students with the registration process. During orientation, students are given essential information regarding college policies and procedures. Information regarding admissions to Northeast State and the orientation process is also available on Northeast State’s web site.

While academic advisement is an on-going process, approximately two (2) weeks of each semester are specifically set aside for the academic advisement of currently enrolled students. Those students with fewer than 30 credit hours are required to meet with their faculty advisor of the division chair/dean, should the assigned advisor be unavailable. Pre-registration immediately follows this period. Faculty members are also required to maintain a record of academic plans for each student after each advising process session.

Counselors also help students identify appropriate resources within the institution and community that could enhance their overall educational experience. Career counseling may involve the administration of interest inventories (Myers-Briggs or Strong Interest Inventory), as well as meetings with the student, counselor, and faculty member from a particular career area. Each semester, workshops are offered to students covering a wide range of topics to include test taking strategies, note taking skills, and assistance with academic planning and registration. All services are provided to the students free of charge.

Northeast State fully complies with all federal, state, and local laws relating to equal opportunity, affirmative action, and equal educational opportunity.
Employment of faculty, guidance and academic counselors, and administrators in the career/technical and other occupational fields is administered through the director of Human Resources in accordance with the College’s affirmative action plan as outlined in 5:06:00 of the Northeast State Faculty/Staff Policies and Procedures Manual.

The Dean of Technical Education and current faculties have established a network of business and industry leaders that may be queried when a position becomes available. Typically, the minimum qualifications for faculty is a Bachelors of Science degree and five years work experience in the appropriate field. All positions are advertised on the College’s website, local newspapers and professional journals. Once hired, professional development opportunities are available which assist in the retention of qualified faculty and staff.

The College collects and reports data that is complete, accurate and reliable, including special populations through the appropriate organizational units of the College. The Office of Institutional Effectiveness collects data from these units and organizes and reports requested data to appropriate stakeholders.

The data will be analyzed to identify any under-served populations and appropriate action will be taken to improve programs and services of sufficient, size, scope and quality to be effective.