Federal AviationAdministration

PRESENTATION FORAIR TRAFFIC COLLEGIATE

TRAINING INITIATIVE (AT-CTI) BEST PRACTICES CONFERENCE

Program Evaluation Model and Lessons Learned from 2007

AT- CTI School Evaluation Cycle

October 16, 2007

Page 2 of 12

Presentation Objective and Focus Areas

PRESENTATION OBJECTIVE

PRESENTATION FOCUS AREAS

AT-CTI School Program Evaluation Model Summary of Applications Reviewed for 2007 Evaluation Cycle Overview of Evaluation Process Report on the Minimum Eligibility Requirements FAA Classification of School Acceptance Levels and Best

Practices Best Practices Areas by School Sample of Feedback Reports Prepared for Schools

To provide information and insight to participants on the AT-CTI Program Evaluation Process, Model, and 2007 Evaluation Outcomes, and Best Practices to encourage full and

active participation in the ongoing enhancement and operation of the AT-CTI Program.

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AT-CTI Program Evaluation Cycle

Program Participant Submit Annual

Recertification Application

Submit Application for Certification and

Participation in AT-CTI Responding to Program

Evaluation Model Components

Application is Reviewed for Eligibility by AT-CTI

Program Office

AT-CTI Schools are Certified and Invited to Share Best Practices at AT-CTI Best Practices

Conferences

Eligible Applications are Evaluated and Scored by a

Team of Trained FAA Evaluators

Recommended Applicants Accepted and Ranked by

Program Office and Receive Recognition

Team of Evaluators Reaches Consensus on

Final Score and Recommends for

Participation

Applicants Achieving a Minimum Qualifying Score are Site Visited by a Team of Trained FAA Evaluators

81

2

7 3

65

4

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AT-CTI School Program Evaluation Model

Component I Value Component II Value Component III Value Component IV Value Component V Value

I. Organizational Foundation and Resources

II. OrganizationCredibility

III. Curriculum and Facilities

IV. Student Performance

V. Organization Performance

1.1 Leadership 20 2.1

Accreditation 153.1

Curriculum and Programs

100 4.1Graduate Trends 60

5.1Cooperation and Responsiveness

20

1.2Goals, Objectives,

and Program Alignment

302.2

Student Selection Process

103.2

Facilities and Equipment

604.2

Stakeholder Input on Performance

70

5.2Data Submission

and Reporting Quality

40

1.3Scope of Participation

and Location25 2.3

External Relations 10

3.3Student

Assessment and Testing

804.3

Academic Readiness Trends

130

5.3Continuous

Performance Improvement

Initiatives

50

1.4Resources, Student

Support, and Capacity25

2.4Outreach and Recruitment

15

3.4Aviation Program

Instructors, Staff, and Management

80

4.4Academic

Achievement Trends

1205.4

Contributions to AT-CTI

40

100 50 320 380 150

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Summary of Applications Reviewed for the 2007 Evaluation Cycle

33 Total Applications Were Received from Schools Nationwide

Received Applications from 14 Existing AT-CTI Schools

Existing Schools Evaluated on Components I, II, and III

No Site Visit Conducted

Received Applications from 19 New Schools Interested in AT-CTI

New Schools Evaluated on Components I, II, and III

Must Meet Minimum Initial Score of 320 to be Site Visited

Site Visit Required

All 33 school applications were documented in the Application Database

Applications ReceivedApplicant Schools City State New / Existing

1.        Aims Community College Greeley CO New

2.        Arizona State University Mesa AZ New

3.        Community College of Baltimore County Baltimore MD New

4.        Community College of Beaver County Beaver Falls PA Existing

5.        Daniel Webster Nashua NH Existing

6.        Dowling College Shirley NY Existing

7.        Eastern New Mexico University - Roswell Roswell NM New

8.        Embry Riddle - Daytona Beach Daytona Beach FL Existing

9.        Embry Riddle - Prescott Prescott CA New

10.     Fairmount State University Bridgeport VA New

11.     Florida Community College at Jacksonville Jacksonville FL New

12.     Folsom Lake College Folsom CA New

13.     Green River Community College Auburn WA New

14.     Hampton University Hampton VA Existing

15.     Hinds Community College Raymond MS New

16.     Inter American University of Puerto Rico Bayamon PR Existing

17.     Kent State University Kent OH New

18.     Lane Community College Eugene OR New

19.     Lewis University Romeoville IL New

20.     Metropolitan State College of Denver Denver CO New

21.     Miami Dade County College Homestead FL Existing

22.     Middle Georgia College Cochran GA New

23.     Middle Tennessee State University Murfreesboro TN Existing

24.     Minneapolis Community and Technical College Eden Prairie MN Existing

25.     Mount San Antonio Walnut CA Existing

26.     Purdue University West Lafayette IN Existing

27.     Salt Lake Community College Salt Lake City UT New

28.     Texas Southern Houston TX New

29.     Tulsa Community College Tulsa OK New

30.     University of Alaska Anchorage AK Existing

31.     University of North Dakota Grand Forks ND Existing

32.     University of Oklahoma Norman OK New

33.     Vaughn College of Aeronautics Flushing NY Existing

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Minimum Eligibility Requirements

Minimum Eligibility Requirements Established by FAA AT-CTI to be Considered for Participation in AT-CTI

1.ACCREDITATION: Be a degree granting, not for profit, two or four year, post-secondary educational institution with regional or equivalent national accreditation recognized by CORPA or equivalent.

2.DEGREE: Currently offer a non-engineering aviation degree.

3.PROGRAM OFFERING AND VIABILITY: Have a viable aviation program as demonstrated by the number of aviation majors which have graduated over the last five years, which must be in excess of an average of 25 per year.

4.UNDERSTANDING OF AT-CTI PROGRAM PARTICIPATION REQUIREMENTS: Be prepared to complete the certification process and adhere to the program participation requirements outlined in this document.

5.MINIMUM INITIAL SCORE: Receive a score of >=320 for Components I, II, and III to a receive site visit and continue evaluation process.

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FAA Classification of School Acceptance Levels, Rating Scale, and Best Practices

DESCRIPTION OF LEVLES

New schools not meeting minimum eligibility requirements New schools not achieving minimum initial score of 320 and not

meeting the requirements specified in Components I, II, and III for site visit to occur

New schools not achieving minimum final score of 350 and not meeting the requirements specified in Components I, II, and III

Existing schools not meeting minimum score of 350 and not meeting

the requirements specified in Components I, II, and III will be accepted in Probational Status

Re-evaluation will occur after one year under all five Program Evaluation Model Components

New and existing schools achieving a score of 350 or more and meeting the requirements specified in Components I, II, and III

Re-evaluation will occur after one year under all five Program Evaluation Model Components

Existing, Provisional, or Probational schools that exceed the established minimum score and meet all requirements specified in all five Components

Cannot occur in 2007 evaluation cycle

LEVEL

Not Accepted

Probational Acceptanc

e

Provisional Acceptanc

e

Full Acceptance

1

2

3

4

Best Practice

Achieving a score of 96% or higher in any factor qualifies as

a Best Practice

Achieving a score of 90-95% in any factor is considered

excellent

Excellent

Achieving a score of 75-89% in any factor is considered good

Good

Achieving a score of 60-74% in any factor is considered fair

Fair

Achieving a score of 0-59% in any factor is considered poor

Poor

SCORE RATING SCALE

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Best Practices Areas by SchoolBased on High Scores in Specific Evaluation Factors

Evaluation Components and Factor Areas

Schools

Component I: Organizational Foundation and Resources Component II: Organization Credibility Component III: Curriculum & Facilities

Leadership

Goals, Objectives, &

Program Alignment

Scope of Participation &

Location

Resources, Student

Support, & Capacity Accreditation

Student Selection Process

External Relations

Outreach & Recruitment

Curriculum & Programs

Facilities & Equipment

Student Assessment &

Testing

Aviation Program

Instructors, Staff, & Mgmt

NEW SCHOOLS SITE VISITED

Middle Georgia College University of Oklahoma The Metropolitan State College of Denver Florida Community College-Jacksonville Arizona State University Lewis University Green River Community College Community College of Baltimore County Kent State University

EXISTING SCHOOLS

University of North Dakota            Community College of Beaver County              University of Alaska                    Daniel Webster College                    Vaughn College of Aeronautics                      Purdue University                       Minneapolis Community and Technical College                    Inter American University of Puerto Rico                      Miami Dade County College                      

Page 9 of 12

Score: XX out of XXRanking: X of XStatus: XXXXXXXX

FEEDBACK REPORTSAMPLE

SUMMARY OF KEY STRENGTHS

SUMMARY OF KEY OPPORTUNITIES

Component / Factor Description Score Max Indicator

1Organizational Foundation and Resources

96 100Best

Practice

1.1 Leadership 20 20Best

Practice

1.2Goals, Objectives, and Program Alignment

30 30Best

Practice

1.3Scope of Participation and Location

24 25Best

Practice

1.4Resources, Student Support, and Capacity

22 25 Good

2 Organization Credibility 31 50 Fair

2.1 Accreditation 6 15 Poor

2.2 Student Selection Process 6 10 Fair

2.3 External Relations 10 10Best

Practice

2.4 Outreach and Recruitment 9 15 Fair

3 Curriculum and Facilities 308 320Best

Practice

3.1 Curriculum and Programs 97 100Best

Practice

3.2 Facilities and Equipment 60 60Best

Practice

3.3Student Assessment and Testing

76 80 Excellent

3.4Aviation Program Instructors, Staff, and Management

75 80 Excellent

4 Not Reviewed at This Time 0 0 N/A

5 Not Reviewed at This Time 0 0 N/A

Total 435 470 Excellent

1. School has a 1, 5, 7, and 10-year strategic plan that aligns well with AT-CTI’s goals; The school’s plans were reviewed by the state Governor

2. School’s leadership exhibited commitment to program3. Student body is diverse, consisting of 40% female and 10% minority, and the

faculty is 1/5 minority female4. Diverse city of XX is a 2.5 hour drive from the campus; There are also several

FAA facilities in the vicinity5. Substantial financial and non-financial support; Multiple sources 6. School has a huge advisor program that supports the students 7. Excellent affiliations and relationships indicated8. Targeted hiring and recruitment initiatives nationally and internationally 9. Flight school and other curriculum received multiple awards10. Outstanding facility; Labs state-of-the-art; Labs open to students11. Remedial or additional simulation or enrichment sessions available12. Monthly proficiency tests for faculty and students; The CTO tower checkout

serves as the capstone exam13. Records were well organized and stored in secure cabinets14. Hired additional faculty; Faculty required to maintained 16 hours of tower

currency

1. This is a new program without a history of enrollment or results2. There were no AT or aviation accreditation or awards mentioned3. Lack of stringency in student selection criteria and process4. There were no ATC scholarships available due to the newness of the program 5. Major staff turnover since initial application package mailed

SUMMARY OF SCORES

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Conclusions

1. The FAA has enhanced and expanded the AT-CTI Program for the benefit of the FAA and the Program participants.

2. The FAA encourages qualified schools to apply for participation in the AT-CTI Program.

3. The FAA encourages schools to continue to improve their AT Programs based on best practices.