The local plan was developed through collaboration with all relevant stakeholders. Through collaboration with the secondary schools within the LEA, course were determined that are appropriate for award of dual credit, dual enrollment, or distance learning with these course or courses having related competency-based assessment.

Meetings were hosted by the College that allowed collaboration between the College and a representative from each LEA to develop and receive input from these representatives concerning proposed “programs of study” to assure aligned curriculum between all concerned

Meetings were held that included representation from each LEA to explain the “program of study” and related transition credit opportunities for secondary students.

Although the College had previous CTE transition opportunities with Knox County, Blount County and Alcoa, the College work collaboratively with these LEAs as well as Maryville High School to determine appropriate student transition opportunities.

Additionally, the College reviewed and revised transition opportunities that previously existed as Tech Prep articulation agreements with LEAs through collaboration with the LEAs. Additionally, the College updated or enhanced, as well as determined possible other agreements, to assure the continuance of opportunity to students in its service area to gain credit in College courses.

For those “programs of study” which awarded transition credit through an articulation agreement a timeline was established for the transition of the articulation process to a dual credit/enrollment format. The College faculty then developed methods of assessment which demonstrate the validity of the transfer credit for each dual credit/enrollment agreement established.

The College now maintains and publishes a list of courses available for students through the dual credit/enrollment process and is available through the Dual Enrollment coordinator, the Curriculum office, the College’s website, and has been made available to counselors or representatives in the LEAs.

Additionally, the College looked to its career/technical advisory committees for guidance in developing the local plan. Each CTE program has its own specific advisory committee and these committees are comprised of business and industrial members related to each CTE program. These groups provided feedback and input necessary to develop and/or maintain the College’s quality CTE programs. Their involvement in this process enhanced the participation of the public (in particular, local employers and employees) in career-technical education at various levels, as well as provided the College information to assure that our CTE programs continued to meet the standards necessary in the workplace.

The College developed an accountability plan that established benchmarks, a means to measure performance levels and maintain progress for each Core indicator. A data base management system, using Tennessee Board of Regents Banner system, was designed to identity specific core indicators of performance for career and technical education students.

Major field assessments are already in place for a number of the College’s CTE programs. These methods of assessments, which are aligned with industry-recognized standards, demonstrate student attainment of the challenging career and technical skill proficiencies necessary to be competitive in high-skill, high-wage or high demand job opportunities. CTE programs will work in collaboration with stakeholders, including employers and advisory committees, to continue to determine revisions to existing assessments or the development of new ones in programs where they do not currently exist. All revisions and development costs will be funded by Perkins IV funds.

More specifically, although this core indicator has currently been determined to only be relevant for Allied Health data, PSTCC will conduct major field assessments for two (2) of its CTE programs of study - Computer Integrated Drafting and Design (CID) and Computer Science and Information Technology (CSIT) during the 2008-2009 academic year.

In order to meet the level of performance (46.24%) as reflected in the College’s FAUPL as negotiated with TBR concerning the number of CTE concentrators who receive an industry-recognized degree or other award by the end of two years subsequent to the fall of the sophomore cohort year, PSTCC will continue to implement strategies developed as part of its Foundation of Excellence initiative. These efforts include individualized advising opportunities to students, success coordinator assignment to undecided CTE majors and at-risk CTE students, as well as providing students the necessary skills to be successful in the workplace. The College will continue funding this existing program with any determined enhancements and developments, as allowed, being funded by Perkins monies.

In order to meet the level of performance (71.41%) as reflected in the College’s FAUPL as negotiated with TBR concerning the number of CTE concentrators who remain enrolled in their original community college, completed a degree or award at their original community college, or transferred to another 2- or 4-year postsecondary institution at the time of the subsequent fall after the sophomore concentrator year, PSTCC will continue to implement strategies that include individualized advising opportunities to students, success coordinator assignment to at-risk students as well as continue to provide students the necessary skills to be successful in the workplace. Furthermore, the College will continue to work with 4-year institution to provide means of articulation and/or transfer for the opportunity to pursue a 4-year degree. The College will continue funding of these existing initiatives with any determined enhancements, as allowed, being funded by Perkins monies.

The College currently maintains a Career Placement office. The Placement Office assists in preparing students for their job search. Services provided to students include opportunities for career-related work experience, job placement assistance, career and employment counseling, resume writing and interviewing assistance. Each student in a two-year career/technical associate degree program is required to register with the Placement Office when completing the Intent to Graduate Form. These services are made available to all students thus would include “at-risk” students as well.

The College assures that the CTE programs meet national, state or regional business and industry standards by involving industry advisory boards for each CTE program. Employers of graduates also provide input to assist in maintaining industry standards. Additionally, program reviews and audits as well as accreditation activities are performed for various CTE programs. Most of the CTE programs currently provide opportunities for students to gain workplace experience either through internships or other means of cooperative learning. These activities will continue. Since these activities are currently being done by the College, necessary funding will be made available by the College for existing programs. Additional funding for new initiatives may be necessary through Perkins funding.

In order to meet the level of performance (92%) as reflected in the College’s FAUPL as negotiated with TBR concerning the number of CTE concentrators who received an industry-recognized degree or award, and reported according to Tennessee Higher Education Commission's performance measures reporting requirements were placed in employment, enrolled in postsecondary education, or serves in the military. the College will first, continue to assure that graduates are acquiring the necessary skills to be placed in their related fields. Additionally, the CTE programs and PSTCC’s Placement office will work with advisory committees, industry partners and career-tech related employers to assure placement of CTE graduates.

The College currently has in place a number of programs and activities that actively recruit, counsel and advise students concerning career/technical programs available. These include career counseling, academic advising of new and prospective students and financial aid counseling. With the development and implementation of additional dual credit/enrollment opportunities, the College will enhance its programs and activities to place a stronger emphasis on the recruitment of members of under-represented gender groups within occupations of fields of work.

In order to meet the level of performance (18.42%) as reflected in the College’s FAUPL as negotiated with TBR concerning the number of CTE participants from under-represented gender groups who participate in a program that leads to employment in nontraditional fields during the reporting year. the College, through Perkins Funding, will implement a recruiting plan that will target such populations as females in Engineering Technology, males in Early Childhood Education, males in interior design, and females in Security Engineering and Administration Technology.

In order to meet the level of performance (39.96%) as reflected in the College’s FAUPL as negotiated with TBR concerning the number of CTE concentrators from underrepresented gender groups who complete a program that leads to employment in nontraditional fields by the end of two years subsequent to the fall of the sophomore cohort year. the College will implement strategies, still to be determined and funded through Perkins monies, to assure this level of performance is met.

Integration of academics with CTE programs is already being done through the use of College funds. However, any enhancements that might be determined necessary to this integration may be funded by Perkins monies.

Linkages between secondary and postsecondary programs (PSTCC’s CTE programs) are being made with great success. Numerous dual credit/dual enrollment opportunities are being planned for the next two years (see attached “Dual Enrollment Opportunities”). These opportunities will be made possible through Perkins Funding.

Initial consideration and investigation has been made to provide secondary students who are pursuing dual enrollment opportunities an industry/ work-based learning experience to reinforce the classroom experience as well as assure an understanding of all aspects of an industry. This discussion has been linked to the “senior out of school experience” that is required for some high school seniors. At this point, PSTCC’s level of participation has not been specifically determined. If it is determined that PSTCC will pursue this, Perkins funding would be used.

It will definitely be necessary to implement technology and necessary training of faculty to make dual enrollment opportunities available to secondary schools. Some technology is already available either at the secondary school or will be provided by PSTCC. However, some of the secondary schools will require supplemental technology in order to provide these opportunities. Additional technology and training will be funded by Perkins monies.

With ever-changing technology, it will likely be necessary to provide training (professional development) to faculty teaching dual enrollment courses. Professional development may be funded through College funds as well as Perkins monies.

The College already has in place a means of evaluating CTE programs of study either through accreditation processes, program review or academic audit. These means of evaluation will continue to be funded by the College. Any additional enhancements deemed necessary in this evaluation process may require Perkins funding.

With ever-changing technology, it is certain to be necessary to initiate, improve, expand and/or modernize CTE programs including classroom technology. Undoubtedly any technology necessary to provide dual enrollment opportunities to secondary schools will require funding through Perkins monies.

With the overwhelming success of CTE dual enrollment, it is imperative that additional student services of sufficient size, scope and quality to be effective be provided. Although a position is currently being funded by the College to oversee General Education (English, Math, History, etc.) dual enrollment, no such position exists for CTE dual enrollment. It will be necessary to provide such a position. This position will be supplemental to the existing position and will require Perkins funding.

As previously indicated, the College, through Perkins Funding, will implement a recruiting plan that will target such populations as females in Engineering Technology, males in Early Childhood Education, males in interior design, and females in Security Engineering and Administration Technology. Additional development of strategies determined to prepare special populations for employment in high skill, high wage or high demand occupations will be funded by Perkins monies.

The College already has in place a means of involving stakeholders. These existing means (advisory committee meetings) will continue to be funded by the College. However, with the overwhelming success of CTE dual enrollment, it may be necessary to provide additional enhancements to involve stakeholders (secondary school personnel, parents, industry partners) which would require Perkins funding.

The College already has in place a means of providing career guidance and counseling. These existing programs will continue to be funded by the College. However, with the overwhelming success of CTE dual enrollment, it may be necessary to provide additional enhancements to existing programs which would require Perkins funding.

The College already has in place some partnerships with business and education. These existing partnerships will continue to be very important to the College and will be funded by the College. However, with the overwhelming success of CTE dual enrollment, it may be necessary to provide additional enhancements to building partnerships with business and education which would require Perkins funding.

The College does not currently have any programs in place specifically designed to target and attract special populations to its CTE programs. Preliminary investigation into viable programs was begun using Perkins funding during 2007-2008. Any programs of this nature that will be implemented by the College will require Perkins funding.

Minimal financial assistance for CTE student organizations is available through the College’s Student Services area. However, not all student organizations are funded. If it is deemed as a means to enhance or supplement recruitment and retention of CTE students by providing assistance to CTE student organizations funding would be required through Perkins monies.

The College already has in place a means of providing mentoring and support services to its students. These existing programs will continue to be funded by the College. However, with the overwhelming success of CTE dual enrollment, as well as the need to meet the necessary levels of performance reflected in the College’s FAUPL as negotiated with TBR it may be necessary to provide additional enhancements to existing programs which would require Perkins funding.

With the overwhelming success of CTE dual enrollment, it will definitely be necessary to provide additional equipment and instructional materials to make these dual enrollment opportunities available to secondary schools. Some technology is already available either at the secondary school or will be provided by PSTCC. However, some of the secondary schools will require supplemental equipment and instructional materials in order to provide these opportunities. Additional equipment and instructional materials will require Perkins funding.

With ever-changing technology, it will likely be necessary to provide training/ teacher preparation to faculty teaching dual enrollment courses. Professional development may be funded through College funds as well as Perkins monies.

CTE dual enrollment opportunities are slated to be provided in a number of methods. The first method would be for the CTE program offering to be provided at the College’s facilities. This method would require the secondary student to travel to the College’s location. This could, in and of itself, provide an accessibility issue for secondary students. The second method would be for the CTE program offering to be provided at the secondary school’s location. Although this allows easier accessibility for the secondary student, necessary equipment, technology and instructional materials will very likely be needed. As already mentioned these additional requirements would be funded by Perkins monies. The third method would be through distance learning but currently no secondary school has requested this method of delivery.

The College already has in place a means of developing transition opportunities into baccalaureate degree programs from CTE programs. The College will continue to pursue these opportunities and will continue to fund these programs as well.

The College does not currently have any programs in place specifically designed to provide entrepreneurship. Unless it is determined as a means to meet performance indicators as reflected in the College’s FAUPL, it is unlikely that such a program will be pursued during the funding period.

With ever-changing technology and necessary workforce development, it is always likely that new CTE courses will be developed. Because the College is dedicated to assuring that the CTE programs meet national, state or regional business and industry standards, it will continue to involve industry advisory boards as well as employers of graduates and other stakeholders to determine the need for new CTE courses that provide necessary workplace skills. Additional funding for new CTE courses may be necessary through Perkins funding.

The College currently provides learning communities in non-CTE areas. No learning communities are in place in the CTE programs of study. However, it may be deemed a viable option for providing dual enrollment opportunities to secondary students. If such an option is determined, it may be necessary to fund through Perkins monies.

The College currently provides CTE courses in Early Childhood Education (ECED) and Interior Design (IDT), both being areas typically housed in Family and Consumer Science programs. Two IDT courses are currently included as possible dual enrollment options but no secondary school has made a request for their offering. Numerous secondary schools have made mention of ECED courses, but as yet none have made formal request for their offerings. If either of these CTE programs provide dual enrollment courses, it may be necessary to provide equipment and educational materials to the secondary schools to allow offerings thus requiring Perkins funding.

The College already has in place a means of providing support services for age nontraditional students. These existing programs will continue to be funded by the College.

The College already has in place a means of providing job placement services to students. These existing programs will continue to be funded by the College.

The College already has in place a means of providing mentoring. However, these programs are not specifically targeted to underrepresented genders. These existing programs will continue to be funded by the College. However, should it be determined that enhancement to these programs be made to target underrepresented genders, in order to also meet the necessary levels of performance reflected in the College’s FAUPL, it may be necessary to provide additional enhancements to existing programs which would require Perkins funding.

The College has no plans to pursue the automotive technologies.

PSTCC is dedicated to the development and offering of innovative programs and thus would consider pooling funds with other recipients should it be deemed a benefit to the College and its stakeholders.

With ever-changing technology and necessary workforce development, it is always likely that new CTE programs will be developed. Because the College is dedicated to assuring that the CTE programs meet national, state or regional business and industry standards, it will continue to involve industry advisory boards as well as employers of graduates and other stakeholders to determine the need for new CTE programs that provide necessary workplace skills. Additional funding for new CTE programs may be necessary through Perkins funding.

PSTCC is dedicated to offering CTE dual enrollment opportunities to secondary schools within its LEAs. An overview of how the institution will offer not less than one opportunity per LEA is provided on the attached “Transition Opportunity” worksheet.

Existing associations to baccalaureate linkages within career and technical education are included below:


PSTCC’s CTE program Baccalaureate linkage
(Institution) Awarded degree
Civil Engineering Technology East Tennessee State University BS –
Construction Engineering Technology
Communication Graphics Technology Nossi College Bachelor of Graphic Arts
Communication Graphics Technology Watkins College Bachelor of Fine Arts/Graphic Design
Computer Science & Information Technology - Database Design & Development Concentration East Tennessee State University BS-
Computer & Information Sciences
Electrical Engineering Technology East Tennessee State University BS –
Electronic Engineering Technology
Interior Design Technology East Tennessee State University BS –
Family and Consumer Sciences (Interior Design Concentration)
Mechanical Engineering Technology
(all concentrations) East Tennessee State University Manufacturing Engineering Technology

Perkins funds will be utilized to implement links between PSTCC and secondary institutions by providing dual enrollment opportunities to students within the secondary schools of each LEA.

As outlined in the College’s Policies and Procedures all students both academic and CTE students are held to the same standards regardless of the degree they are pursuing.
For the full policy see http://www.pstcc.edu/misc/ppm/03-11-01.htm

Activities (dual enrollment offerings) will be offered to very specifically provide students a strong experience in and an understanding of all aspects of a particular CTE industry. Examples of this are:

• CTE courses will be taught by faculty who have worked and typically continue to work in the industry thus providing the students an industry connection.
• Students taking CTE courses for dual enrollment will be working with equipment that is used specifically in the industry thus providing industry experience.
• Students taking CTE courses for dual enrollment will be acquiring skills applicable to employment in the industry.

As necessary, CTE faculty will be provided the opportunity to pursue professional development/ training to ensure that such teachers and personnel stay current with all aspects of an industry and be able to provide students the necessary skills to acquire high wage or high demand occupations. All professional development activities that are funded through Perkins IV will follow the requirements as referenced in Sec. 124 and will be high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on the classroom instruction and the teacher’s performance in the classroom, and will not, as a rule, be 1-day or short-term workshops or conferences.

The College has in place advisory committees for each career/technical program. These committees are comprised of business and industrial members. As studies indicate, these groups provide feedback and input necessary to develop and/or maintain the College’s quality CTE programs. They enhance the participation of the public (in particular, local employers and employees) in career-technical education at various levels. They further provide the College information to assure that our CTE programs meet the standards necessary in the workplace.

As one indicator for demonstrating that the College’s career/technical education programs are of a quality and scope to meet the local, regional or state business and industry, each CTE program will continue in its commitment to maintain and further enhance and strengthen the existing partnerships between career/technical education programs and the business and industry which they serve through advisory committees. Members of these committees have been and will continue to be recruited from the respected and creditable businesses and industries within the community.

Additional stakeholders include community leaders, students, secondary institutions already providing dual enrollment opportunities of general education courses. All stakeholders are informed about, and assisted in understanding the requirements of Perkins, including CTE clusters and programs of study through meetings held by the College as well as information provided on the College’s website and well as information provided directly to stakeholders.

For additional information concerning the College’s policy related to Advisory Committees see http://www.pstcc.edu/misc/ppm/03-10-00.htm

The College prides itself on offering CTE programs that prepare students for employment in high-skill, high-wage and/or high-demand occupations in related fields. Table I provides placement data for the years 2003-2006 (most current data) for the career/technical degree programs of the College. These figures indicate that the College’s CTE programs sufficiently prepare students for the workplace.

The College assures that the CTE programs meet national, state or regional business and industry standards by involving industry advisory boards for each program as well as completing program reviews and audits or accreditation activities.

ASSOCIATE OF APPLIED SCIENCE DEGREES
PROGRAM PLACEMENT PERCENTAGES/NUMBER OF GRADUATES
PROGRAM 2003/Grads 2004/Grads 2005/Grads 2006/Grads
BUSINESS RELATED
Computer Accounting 88%/20 90%/11 100%/18 86%/8
Computer Science and Information Technology 90%/23 91%/23 94%/24 92%/14
E-Commerce/Marketing 100%/4 100%/8 100%/12 100%/15
Hospitality 100%/9 100%/7 100%/2 100%/2
Management 100%/11 100%/6 100%/5 100%/7
Office Systems Technology 100%/10 93%/16 89%/10 100%/12
Paralegal Studies/Legal Assistant Technology 82%/12 100%/15 100%/15 100%/15
ENGINEERING RELATED
Civil Engineering Technology 100%/8 100%/8 100%/5 100%/7
Communications Graphics Technology 100%/28 94%/36 94%/22 92%/15
Computer Integrated Drafting & Design Technology 90%/13 100%/8 90%/11 90%/11
Electrical Engineering Technology 83%/6 100%/2 100%/8 88%/8
Geographic Information Systems 100%/3 100%/4 80%/7 100%/5
High Performance Computing NA NA 100%/6 100%/2
Interior Design Technology 92%/14 100%/16 100%/27 93%/25
Mechanical Engineering Technology 93%/16 100%/11 91%/12 100%/12
Networking & Communications Systems Technology 100%/1 87%/15 92%/18 92%/15
Video Production Technology 100%/19 90%/11 60%/7 100%/14
Web Development Technology 40%/7 83%/8 100%/10 80%/11
Early Childhood Education 100%/3 75%/5 100%/9 100%/14
General Technology 100%/14 100%/7 100%/11 92%/16
Photography Certificate 100%/5 100%/6 100%/3 100%/2
Supervision Certificate 94%/21 100%/15 100%/15 88%/17

INSTITUTIONAL RATE 2003 2004 2005 2006
% Placed in Major or Continuing Education 94% 95% 96% 95%



The College also participates in accreditation activities as well as program reviews, academic audits and major field assessements. Below are provided those various activities to indicate the College’s dedication to maintaining and or bringing about improvement in the quality of CTE programs leading to an AAS degree.
Accreditation Activities
Program Accrediting Agency Accreditation Cycle - Begin Date Accreditation Cycle - End Date Next Site Visit
CIVIL ENGINEERING TECHNOLOGY ABET 2006-07 2011-12 2011
COMPUTER INTEG DRAFT/DESIGN ABET 2006-07 2011-12 2011
ELECTRICAL ENGINEERING TECH ABET 2006-07 2011-12 2011
MECHANICAL ENGINEERING TECH ABET 2006-07 2011-12 2011
COMP SCIENCE & INFO TECH ACBSP 2002-23 2011-12 2012
COMPUTER ACCOUNTING * ACBSP 2002-03 2011-12 2012
E-COMMERCE/MARKETING * ACBSP 2002-03 2011-12 2012
BUSINESS ADMINISTRATION ACBSP 2002-03 2011-12 2012
OFFICE SYSTEMS TECHNOLOGY ACBSP 2002-03 2011-12 2012
PARALEGAL STUDIES ABA 2002 2009 2009


Program Review or Academic Audit Activities
Program PF 2000-05 Cycle Review Schedule PF 2005-10 Cycle Review Schedule Evaluation Type - PR - Program Review or AA - Academic Audit
INTERIOR DESIGN TECHNOLOGY 2000-01 2005-06 PR
NETWORKING & COMM SYS TECH New program 2007-08 PR
LAN OPERATIONS/MANAGEMENT New program 2007-08 PR
MEDIA TECHNOLOGIES New program approved 7/05 with fall 2005 implementation 2008-09 PR
SECURITY ENGINEERING New program approved 7/05 with spring 2006 implementation 2009-10 PR




Major Field Assessments

Program * Test Year PF 2005-10 Cycle
OFFICE SYSTEMS TECHNOLOGY 2005-06
MECHANICAL ENGINEERING TECH 2006-07
PARALEGAL STUDIES 2007-08
COMPUTER INTEG DRAFT/DESIGN 2008-09
COMP SCIENCE & INFO TECH 2008-09
INTERIOR DESIGN TECHNOLOGY 2009-10

As indicated above in #9 and #10, all of these processes, methods and activities will be utilized by the College to evaluate and continuously improve performance of career/technical

The College provides very specific services to individuals with disabilities through our Office of Services for Students with Disabilities. (see http://www.pstcc.edu/departments/swd/)

The College provides specific services to individuals from economically disadvantage families through our financial aid (see http://www.pstcc.edu/departments/financial_aid/)

The College provides specific services to individuals with limited English Proficiency through our English as a Second Language program(http://www.pstcc.edu/division_street/esl2.htm)

The College provides specific services to individuals who are first-time college attenders in their families. (see http://www.pstcc.edu/departments/trio/)

The College provides services to individuals preparing for non-traditional fields through our Success Coordinator program as well as our advising system and counseling office.

The College does not currently have specific services for single parents or displaced homemakers but includes these populations in the services outlined above

The College currently has in place a number of programs and activities that actively recruit, counsel and advise students concerning career/technical programs available. These include career counseling, academic advising of new and prospective students and financial aid counseling. With the development and implementation of additional dual credit/enrollment opportunities, the College will enhance its programs and activities to place a stronger emphasis on the recruitment of members of under-represented gender groups within occupations of fields of work.

The College, through Perkins Funding, will implement a plan that will target such populations as females in Engineering Technology in an effort to prepare these individuals for nontraditional occupations.

The College provides services specifically through its Counseling Services department (http://www.pstcc.edu/departments/studev/). The Counseling Services department provides students the opportunity to explore concerns that may affect their academic progress. Counselors also assist students in making decisions regarding their vocational and educational plans. Counselors can assist a prospective or enrolled student in deciding on a major, researching a career change or planning a job seeking strategy. In addition to the Counseling Services department, faculty advisors are provided to students to provide guidance relative to specific CTE majors.

The College recruits and retains teachers, faculty, guidance and academic counselors, and administrators based on the needs of the position. A full description of this process is provided in the College’s Policies and Procedures at http://www.pstcc.edu/departments/human_resources/hrprocedures.html

The College’s Office of Institutional Effectiveness, Research and Planning will collect all necessary data. The data will be complete, accurate and reliable. The data will then be utilized as part of the Continuous Improvement system of Assessment to improve programs and services.