|Institution||Leadership Project||Project Amount|
|Amarillo College||"CTE: Linking the Nontraditional Gender to the Future"||$45,000|
|"Bio-Technology Curriculum and Career Training for High School Science Teachers"|
|"Achieving Student Success through the College Credit for Heroes Initiative"||$220,000|
|"Skill Standards-Based Curriculum Development and Assessment Project"||$65,000|
|"TEXASgenuine CTE State Project"||$97,457|
|Navarro College||"MPOWER Texas - Modules Providing Opportunities for Education Readiness"||$64,890|
|"Program of Study: Strategic Alignment"||$97,846|
|"Workforce Education Course Manual (WECM) Leadership Project"||$185,287|
|"Advanced Irrigation/Water Conservation Training"||$89,445|
|TSTC-Waco||"Detailed Occupational Skill & Learning Outcome Alignment, Part III"||$167,198|
"CTE: Linking the Nontraditional Gender to the Future"
Project Description: As employers continue to demand highly skilled workers, Texas community and technical colleges (CTCs) must link opportunities for Career and Technical Education (CTE) programs leading to high-wage, high-demand careers with potential students regardless of gender. Expanding the collaboration between CTCs and the connection of local ISDs with CTCs is critical for improving performance across the state on Perkins indicators 5P1 and 5P2.
The following proposed partnerships will provide training, support, and a road map for developing strategies to address low participation and completion rates of the nontraditional gender in CTE programs:
1. Panhandle Area CTC Collaboration: Amarillo College, Clarendon College, Frank Phillips College, and South Plains College will partner to develop and pilot a regional workshop to educate secondary counselors about opportunities in Career and Technical Education specifically addressing the inclusion of nontraditional gender students.
2. National Alliance for Partnerships in Equity (NAPE)/STEM Equity Pipeline: This partnership will provide national support for understanding emerging trends and identifying resources available to all Texas CTCs.
3. TEXASgenuine: Grant activities will highlight and support TEXASgenuine initiatives and will include nontraditional gender career opportunities in images and promotions.
Goals, Methodology, and Outcomes:
Goal 1 - Increase the interaction of Texas CTCs with local ISDs through the development of the CTE Bridge Workshop that connects college career advisors and ISD counselors and provides information about statewide goals and opportunities for the nontraditional gender in Career and Technical Education. A NAPE consultant will provide expertise in working with advisors and counselors. Expenses for the consultant will be included in the workshop budget.
Goal 1 Expected Outcomes: • Develop and host one regional workshop, The CTE Bridge, (partnership with Amarillo College, Clarendon College, Frank Phillips College and South Plains College) with at least one representative from each of the partner CTCs and representatives from 60% of the ISDs located within the CTCs' respective districts • Develop a planning guide and resource materials for distribution to CTCs around the state that wish to replicate the CTE Bridge event.
Goal 2- Provide ongoing professional development and support for CTC faculty and staff working with nontraditional career programs through activities including professional development sessions and distribution of best practices regarding recruitment and retention for nontraditional occupations.
Goal 2 Expected Outcomes: • Recruit two "innovation institutions" to work through the PIPE-STEM process to improve Perkins indicators 5P1 and 5P2 for at least one program on their campus • Present best practices through round-table discussions at two statewide conferences • Disseminate information via participation in monthly conference calls, making monthly mentoring contacts with all Texas CTCs, attending TCCIL/ TACTE conferences, and submitting presentation proposals.
Goal 3- Collaborate with TEXASgenuine to increase the visibility of the nontraditional gender in marketing opportunities.
Goal 3 Expected Outcomes: • Develop a nontraditional CTE research worksheet that could be used by others to explore all occupations with an emphasis on nontraditional gender students • Assist CTC marketing departments with professional development regarding nontraditional gender.
Award Amount: $45,000
"Bio-Technology Curriculum and Career Training for High School Science Teachers"
Project Description: Austin Community College District (ACC) proposes a multi-tiered professional development program that will establish the infrastructure of the Texas Biotechnology Mentor Network (TBMN) for Texas Community College biotechnology faculty and high school teachers. The focus will be to increase the proficiency of high school biotechnology teachers to implement a consistent high school curriculum that meets College and Career Readiness standards (CCRS) and establish a professional support system via area community colleges to increase student learning, career awareness and transferability to college programs. The curriculum serving as the foundation of this project is the product of a previous grant developed in collaboration between ACC and the TEA to provide high school biotechnology teachers with professional development via its course delivery system, Project Share. Texas high school teachers who complete these courses are given professional development credit by the TEA. This project will provide advanced training and implementation support through online methods and face-to-face programs to build on educational content and laboratory training, educational strategies, practical skill building and career pathway information to share with students and increase enrollments in Biotechnology at the community colleges.
ACC will recruit faculty from Texas Community Colleges and Regional Centers to serve as Mentors. High school biotechnology teachers located in the service area of these colleges will also be recruited to participate. Mentors will be trained through an online community (Google Hang Out), podcasts, webinars and face-to-face workshops so they can deal with the most common challenges high school teachers face. Linnea Fletcher, as co-PI of the ATE funded Bio-Link Center Grant, has been designing and implementing biotechnology workshops for the nation over the past two years via google hangouts and other forms of webinar services (www.bio-link.org). Some workshop modules will be career-centered and explore skills, knowledge, and career paths appropriate for scientists. Other workshops will focus on curriculum implementation strategies. Each Mentor will maintain contact with his/her paired teacher(s) and be charged with: troubleshooting challenges and sharing resources for establishing biotechnology and research-based curricula; arranging for industry tours and visits to discuss career pathways; assisting teachers with developing a network with scientists from local industry and government laboratories; and supporting high school teachers with developing sustainable solutions to continue to access curriculum, equipment and research tools. High school teachers, who complete ACC's training modules and commit to participate in the TBMN program to implement CCRS standards in their classroom, will be authorized to borrow starter kits of equipment, materials, supplies, and reference books available via a lending library, established and housed at their area community college. These teachers will then become Master Teachers and will agree to mentor other high school biotechnology teachers in their districts as a "Pay it Forward" strategy for sustainability.
This program addresses the following priority topics: 10.1.1, 10.1.4, 10.1.5 and 10.1.6.
This project will improve learning, engagement, and career awareness of high school students through all of the following methods: 1) Establish a Texas Biotechnology Mentor Network (TBMN) that connects community college faculty and high school teachers to support quality programming in the classroom and community; 2) Prepare high school teachers to engage students in a program of study that meets CCRS for biotechnology education; 3) Connect students and teachers with a community of scientists; and 4) Embed career and career pathway information and exploration into classroom activities.
Award Amount: $127,932
"Achieving Student Success through the College Credit for Heroes Initiative"
Project Description: The purpose of this project is to provide academic and financial aid advising to Texas veterans and service members, which will assist them in making informed academic and career and technical decisions that provide a pathway for achieving their educational and workforce goals. The project will seek educational partnerships with other Texas institutions of higher education for the purpose of identifying programs of study related to the occupational fields in the United States Armed Forces. The program seeks to maximize the college credit awarded to Texas veterans and service members thus enabling these students to progress toward a degree or certificate in a more expedient manner and expedite their entry into the workforce.
Methodology: Central Texas College (CTC) will partner with other Texas institutions of higher education to expand the accelerated programs of study offered by participating institutions. CTC staff will assist the participating colleges in identifying enlisted military occupations and courses applicable to designated career and technical programs and provide technical assistance in evaluating the occupations for college credit. College credit recommendations of the institutions will be added to the College Credit for Heroes searchable databases. CTC will evaluate the military education and training of Texas veterans and service members to college credits culminating in an official College Credit for Heroes transcript. The transcript can be used at Texas institutions of higher education that have agreed to accept credits awarded where appropriate. Texas veterans and service members will be advised on the veteran administration (VA) benefits and federal and state financial aid programs. CTC will promote the College Credit for Heroes program in the state of Texas through outreach activities to include but not limited to veterans and service members, military education centers, colleges and universities, career counseling centers, and military groups and associations.
Products and Outcomes of the Project: CTC will seek to establish memorandum of understanding (MOU) with Texas institutions to support the College Credit for Heroes program through development of accelerated programs of study and/or acceptance of college credits awarded through the Texas College Credit for Heroes (TCCH) System. A webpage on the College Credit for Heroes website will be created that promotes the participating institutions of higher education and the accelerated programs of study offered by the institutions. CTC will create a brochure of financial aid and Veterans Administration benefits available to eligible Texas veterans and service members and provide academic and financial advising. CTC anticipates providing veterans and service members with official and/or unofficial evaluations of their military experiences and training. Veterans, service members and academic advisors can search the databases and identify college credits awarded and the Texas institutions that have agreed to accept the college credit recommendations.
Award Amount: $220,000
Project Description: The goal of the "Skill Standards Based Curriculum Development and Assessment" project is to promote the role, awareness, adoption and assessment of skills standards among Texas community and technical colleges This is accomplished by encouraging specific programs at those institutions to incorporate skill standards into their curriculum that are recognized by the Texas Skills Standards Board (TSSB) or to have TSSB recognized institutions to develop the assessments for the common technical core courses that measure student mastery skill standards' key activities.
Skill standards are defined by subject matter experts and provide the specific knowledge requirements for workforce education programs. These requirements can serve as the indicator or basis for performance during assessment and evaluation.
Broader Impact: In emerging technology program areas where an industry recognized skill standards or certifications do not exist and the industry has been identified as important to the Texas economy, a set of best practices for high performance work is essential. The Skills Standards Based Curriculum Development and Assessment (SSBCDA) project provides that mechanism to develop, recognize or assess those criteria as a statewide skills standard based upon a valid job analysis or skills assessment. Consequently, when a community or technical college teaches and then evaluates workforce students on the basis of recognized standards, the employer obtains a more highly-qualified workforce.
Methodology: The SSBCDA project will provide funding to colleges for their completion of skills standards development and their integration into specific THECB approved awards. Colleges are selected on a competitive basis according to the state wide need to support the Governor's Industry Cluster Initiative. Project categories are Types 1, 2, 3 and 4. Project Types 1 through 3 support skills development and Type 4 focuses on assessment. Each Project Type has a specific maximum payment amount that can be earned by the participating institution.
Specifically these amounts are: Project Type 1 - $6,000; Project 2 - $20,000, Project 3 - $2,000 and Project 4 - $2,500. Payment to a participating institution is predicated upon the timely completion and submission of specific deliverables to the TSSB program administrator and TSSB technical staff for review. Project deliverables are to be completed in three phases and payments to institutions will be made by the SSBCD project's host institution (Del Mar College) upon certification of completion (with supporting documents) by the TSSB program administrator to the SSBCDA project director.
The project methodology is as follows:
1. TSSB staff will evaluate and certify to the project director the completion of deliverables by applicants, e.g. skills matrix, syllabi, course outline, sample course materials, timelines, etc.
2. Participating institutions will submit to the SSBCDA project director deliverable documentation for quarterly reporting, e.g. advisory board minutes, DACUM meeting minutes, guidebook revisions, etc.
3. Project Recognition will be made to those institutions successfully completing all their stated deliverables required as by their proposal application and their Project Type participation.
4. Institutions will be recognized at the fall TACTE conference for their Project Type Recognition.
1. State wide recognized skill standards for an emerging technology field important to the Texas economy
2. A level 2 certificate or an applied associate degree with embedded industry recognized skills standards for the participating institution.
3. Increase awareness of the importance of industry skill standards and assessment by colleges
4. A basis for program assessment and evaluation.
Award Amount: $65,000
"TEXASgenuine CTE State Project"
Project Description: El Paso Community College proposes sustainability of project through promotion, professional relationships, implementation, best practices, and direct college management of the TEXASgenuine CTE statewide initiative and plan. This phase will focus on the sustainability of the brand technologically, and expanded educational partnerships with both secondary and post-secondary institutions and organizations.
Methodology: The TEXASgenuine effort developed in FY 2009-2010 through contracting with Interact Communication, initiated and implemented during 2010-2012, will continue through this year's transition and sustainability phase. This focus will aid in the TEXASgenuine CTE awareness increase amongst secondary and post-secondary institutions; the increase in CTE enrollments throughout state community and technical colleges; and the increase of high-skill, high-wage career education opportunities for Texans.
1. Sustainability via direct technological management - In order to ensure the TEXASgenuine website, resources and materials are available to students, community, parents, and faculty and staff of secondary and post-secondary institutions and organizations, efforts towards college's establishing technological responsibility of the website and its features, including but not limited to, resources and downloads, content, program videos, assessment survey, landing pages, and related linked pages will be made. This activity supports the continued sustainability activities currently in place with this initiative. This technological management and responsibility ensures that this Texas brewed initiative will be able to transition more easily to the Texas Association of Community College Marketers (TACCM), the group which will sustain and continue this effort.
2. Sustainability via partnerships - In order to strengthen brand identification, we intend to support the transitional sustainability of the project and its promotion via partnership growth with the Texas Association of Community College Marketers (TACCM). This consortium of represented state community and technical college marketers has formed to pool resources and concepts in their joint effort for the promotion of higher education and career and technical education via the TEXASgenuine state initiative. This partnership will be further nurtured through the joint TEXASgenuine Advisory Committee and TACCM Board Members meeting and related presentations at state functions; ensuring that focus of this education and brand is successful. Furthermore, all State community and technical colleges and TSTC's are partners in the TEXASgenuine CTE campaign. This section is further expanded in Part D - Outcomes, Dissemination and Statewide Implementation Plan.
The anticipated outcomes of this effort are increased awareness of TEXASgenuine CTE programs across the state; Increased enrollment in TEXASgenuine CTE programs statewide; Increased high-skill, high-wage career opportunities; Improved partnership and communication within state community and technical college CTE groups and marketing departments; Management and sustainable efforts of the TEXASgenuine website and resources; and Improvement of student achievement in TEXASgenuine CTE programs in Texas.
Award Amount: $97,457
Project Director: Al Lawrence (email@example.com)
"MPOWER Texas - Modules Providing Opportunities for Education Readiness"
Project Description: Navarro College received a Carl Perkins Leadership Grant for the 2012-2013 year to develop an eCourse designed to provide professional development for high school and college guidance counselors about the value, need and availability of Career and Technical Educational pathways in Texas. When complete, this eCourse will be disseminated statewide to all school districts and all colleges. The primary goal is to convey a greater understanding of the role Career and Technical Education plays in leading graduates to high skill, high wage, high demand employment by providing businesses and industry with a skilled and knowledgeable workforce. The eCourse consists of six modules focusing on: The Purpose of Career and Technical Education, Components of CTE programs, Advising CTE Students, Identifying CTE programs available via the local community college, Carl Perkins Career Center Services, and Becoming a College Student.
Navarro College recognizes that this existing course needs further testing and an increase in marketing to potential users. In addition, the course will need continued updating to remain current. Feedback from conference presentations is proving to be extremely valuable. Constructive feedback from CTE professionals will ensure that the eCourse is addressing the most relevant issues for CTE advisors.
Navarro College proposes to first, continue this existing project and second, improve upon it, by adding a seventh module to address the topic of Becoming an Employee. This seventh module will address tools and resources available to assist students in developing skills to locate, obtain and keep a job.
Methodology: This project will collect, analyze and compile information to develop a module to be incorporated with the existing 6 modules that comprise the MPower TX eCourse. The new module will be tested at Navarro College and its corresponding local service area high schools. A minimum of three conference presentations will be made addressing the eCourse in its entirety: two targeting high school personnel and one targeting college personnel. In addition, a minimum of two webinar presentations will be made targeting both high school and college personnel.
1. Updated modular based CTE Professional Development course for high school and college guidance counselors.
2. Add a seventh module addressing Becoming an Employee.
3. Updated course modules made available to high schools and colleges via the Texas Network
4. Two conference presentations at conferences targeting Texas high school personnel working with Educational Service Center Personnel, targeting organizations like the Texas Counseling Association.
5. One conference presentation at a conference targeting college personnel, possibly TACTE.
6. Two webinar presentations hosted by the Texas Network advertised to high school and college personnel.
Award Amount: $64,890
"Program of Study: Strategic Alignment"
Project Description: In recent years numerous leadership projects addressing the alignment of career and technical education programs have been approved and funded by the Coordinating Board. During 2010-2011 Dallas County Community College District worked with the Texas Education Agency and Texas Tech University to align AchieveTexas' Programs of Study with the College and Career Readiness Standards (CCRS) recently adopted by the State Board of Education. The vertical alignment of course content between secondary and postsecondary is important to student success and is also a requirement of HB 3485. Tarrant County College District led a statewide consortium of colleges that worked to develop an Energy Career Pathway model. San Jacinto Community College proposes to build on the foundational work of the previous projects and to develop a strategic plan to align and sustain the previous work completed as part of the AchieveTexas project, the energy program of study, and other curriculum alignment projects associated with programs of studies in a new project called Programs of Study: Strategic Alignment.
The Programs of Study: Strategic Alignment project will develop a strategic plan to: 1) develop program of study curriculum pathway projects, 2) maintain and sustain alignment with TEA's AchieveTexas project, 3) integrate programs of studies into career and technical education programs and academics as well, 4) align the program of study development process with the efforts of other state agencies-such as the Texas Skills Standards Board, and, 5) coordinate future work with the P-16 initiative. The project will be led by an advisory committee of stakeholders who have a vested interest in improving education in Texas. The advisory committee members will develop the initial list of issues or concerns related to the development of the strategic plans. The strategic plans will be developed through a series of workshops where educational professionals will cultivate these plans out of the issues developed by a advisory committee. The goal is that well-defined career pathways will shorten the time to degree completion for Texas community college students.
Award Amount: $97,846
"Workforce Education Course Manual (WECM) Leadership Project"
Project Description: The Workforce Education Course Manual (WECM) Project will continue maintenance of the web-based compendium of courses approved for offering by Texas community and technical colleges. Additionally, the project will provide the training associated with WECM structure and use and will collaborate with the Texas Higher Education Coordinating Board (THECB) to assure a viable database to all stakeholders.
Funds will be used to:
• provide three to five course review workshops organized according to Texas Career Clusters and State Programs of Study (POS);
• support WECM database revisions;
• respond to online questions and comments via "WECM Comments";
• support state curriculum projects resulting in new career and technical education courses and initiatives for high-skill, high-wage, and high-demand occupations;
• inform TEA of potential need for revision of the TEKS;
• provide professional development on the use of the WECM, including developing 5 training modules
• review the current THECB-housed WECM Workshop website (http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/wecm2000/aboutnew.htm)
• administer other programs as deemed appropriate by the THECB and the WECM Leadership Committee for the 2013-2014 program year; and
• support the operations of the WECM Leadership Committee and its sub-committees.
Award Amount: $185,287
Project Director: Jeffrey Parks (firstname.lastname@example.org)
"Advanced Irrigation/Water Conservation Training"
Project Description: TSTC Waco proposes a project to develop new curriculum materials in advanced irrigation/water conservation.
The curriculum would be offered:
Texas' growing population and recreation-focused culture are putting severe demands on the state's water resources. New irrigation and soil testing equipment can help conserve significant quantities of water, but training opportunities on the equipment are currently very limited. The new curriculum in advanced irrigation/water conservation should be of intense interest to personnel who work in the golf course industry and in the athletic fields/campus/parks sector.
Grant funding would provide faculty release time for curriculum development and allow purchase of the soil sensing equipment, communication equipment, and computer control system needed for training in high-efficiency irrigation. The new training system will enable students to monitor weather, assess soil moisture, and activate irrigation pump systems remotely. Students in face-to-face and hybrid versions of the irrigation course will be able to examine and utilize the equipment at the training site. Trainees taking the online version of the course will be able to view and interact with the real-time data provided by the irrigation training system at the campus. Students completing the training will receive a TSTC certificate of completion in Golf Irrigation Auditor.
TSTC Waco will host an on-campus seminar/workshop showcasing and delivering the new training to industry professionals in the SU 2014 term. Materials will also be shared with partnering colleges that have turfgrass programs and at meetings of the Golf Course Superintendents Association of America and the Texas Turfgrass Association.
The TCEQ (Texas Commission on Environmental Quality) supports the development of water conservation methods. Upon review and approval of the curriculum submitted by the Texas State Technical College to teach Advanced Irrigation, the TCEQ will award training credits for Licensed Irrigators, Technicians, and Inspectors completing this course.
Award Amount: $89,445
"Detailed Occupational Skill & Learning Outcome Alignment, Part III"
Project Description: As a result of the Perkins panel discussion with grant-recipient colleges following the December 2012 reporting session at the THECB, TSTC Waco is proposing to expand the number of Texas two-year community and technical colleges using the revolutionary Curriculum Alignment and validation process. Building on the successful results of two earlier Perkins Leadership grant projects from 2011 to 2013, the third-year grant project would include at least six additional colleges and would support the analysis of an additional 18 occupational areas, while employing a completely automated curriculum alignment process from end-to-end. By increasing the number of participating colleges, as well as increasing the number of programs that will be evaluated, the third-year project would demonstrate the efficiency of the Skills Outcome Analysis (SOA) automated process in performing curriculum revisions and alignment for a variety of technical programs.
Cost savings result from economies-of-scale (quantity discounting) and the Skills Outcome Analysis automated collection of college input data using SOA software. The Skills Outcome Analysis, which was developed by TSTC Waco under the 2013 Perkins grant, eliminated the labor-intensive evaluation of Detailed Work Activities (DWA) by course and assessment of their percentage match with employers' identified needs. A third-year grant will serve as a ‘beta' test of the enhanced software and processes to be an effective statewide tool for two-year colleges to validate and update curriculum and thus sustain the competitiveness of college programs under very competitive market conditions.
For the proposed project in 2013-14, TSTC is planning to further validate the newly automated alignment system by:
a) expanding its use with an additional 18 technical programs at a minimum of six two-year (non-TSTC) colleges in the state of Texas
b) beginning the process of impacting curriculum review and revision efficiency for two-year technical programs across the state
A rigorous five-step identification and selection process will be implemented and used by TSTC Waco for grant year 2013-2014 to select the six or more partner colleges and the additional 18 occupational areas. They will be evaluated using employer-driven, WECM Learning Outcomes to Detailed Work Activity Analyses and the DWA-based Curriculum Alignment process. Selections for participation will be made from among colleges whose program syllabi are in compliance with the 2009 Texas Legislature's House Bill 2504. That addition to the Texas Education Code requires all public colleges and universities to make a syllabus and curriculum vitae publicly available on the Web for each credit course they offer.
The results of the project should be as follows:
1) As in 2011-12 and 2012-2013, a structured online process will be employed for gathering input from industry advisory committee members and to communicate to TSTC the changes in job performance requirements needed in industry. The structured online process will simultaneously update DWA for the Texas Workforce Commission (TWC) database and will be used to analyze DWA skill statements derived from WECM learning outcomes, local college outcomes, and college course content, as well as course objectives with matching DWA statements.
2) Industry participation in shaping programs will be broadened by moving beyond local, hand-picked industry advisory committees and obtaining input from a broader range of subject matter experts who may be thought of as a more representative, regional or industry-wide advisory committee.
3) A newly developed web-based interface between the WECM database and the TWC-developed DWA database eliminates the manual processes that were required in year one and year two of the project to get usable data for decision-making regarding curriculum redesign. The electronic data collection system, Skills Outcomes Analysis, is capable of replacing the hand manipulation of input used in the past. Thus, the SOA system now creates a streamlined process for TSTC and other two-year colleges to use in performing curriculum reviews. This SOA system and all of its features will be thoroughly tested under this project.
4) The SOA interface, developed during the 2012-2013 Perkins grant year, will enable the sharing of WECM Learning Outcomes (LO) and DWA data for each course among industry and college personnel in real time.
5) Training materials will be developed and subsequent teaching of staff will be conducted in a virtual environment at other colleges on how to use the combined systems which will facilitate the use of these systems for program reviews at other two-year colleges. Lecture-capture software funded by Perkins continually aids in the training and dissemination processes.
Award Amount: $167,198