HIGHER EDUCATION COORDINATING COMMISSION … · 2/12/2015 · entry-level training in several essential aspects of web development and manipulation. ... such as competence with HTML

HIGHER EDUCATION COORDINATING COMMISSION

RECOMMENDATIONS FROM DEPARTMENT OF COMMUNITY COLLEGES AND WORKFORCE DEVELO PMENT

TO: BOARD OF DIRECTORS

FROM: DEPARTMENT OF COMMUNITY COLLEGES AND WORKFORCE DEVELOPMENT

SUBJECT: COMMUNITY COLLEGE PROGRAM APPROVAL

PREPARED BY: SHALEE HODGSON

DATE: FEBRUARY 12, 2015

Issue Before The Board: Approval of new community college programs:

Columbia Gorge Community College, Web Design Assistant (Certificate of Completion)

Columbia Gorge Community College, Web Development Assistant (Certificate of Completion)

Klamath Community College, Registered Nursing (Associate of Applied Science Degree)

Portland Community College, Manual Machining (Certificate of Completion)

Southwestern Oregon Community College, Forest Technology (Certificate of Completion)

Umpqua Community College, Automotive Technology – T-TEN (Associate of Applied Science Degree)

Umpqua Community College, Welding (Associate of Applied Science Degree) RECOMMENDATION: The Department of Community Colleges and Workforce Development recommends the Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the following programs: Web Design Assistant Certificate of Completion at Columbia Gorge Community College. Web Development Assistant Certificate of Completion at Columbia Gorge Community College Registered Nursing Associate of Applied Science (AAS) Degree at Klamath Community College.

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Manual Machining Certificate of Completion at Portland Community College. Forest Technology Certificate of Completion at Southwestern Oregon Community College. Automotive Technology – T-TEN AAS Degree at Umpqua Community College. Welding AAS Degree at Umpqua Community College.

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Oregon Department of Community Colleges And Workforce Development

Public Service Building 255 Capitol St. N.E. Salem, Oregon 97310-0203

Action Item Policy Issue: Staff Action on New Career and Technical Education Programs

Proposed Community College Program

State Board Standards--Staff Analysis Abstract

Name of College: Columbia Gorge Community College

Program Title: Web Development Assistant

Proposed Start Date: Fall 2015

Board Submission Date: February 12, 2015

Type of Program:

Associate of Applied Science Degree Credits: ___________________________________ CIP Code: _______________________________ CIP Title: _______________________________

Option Title Credits: ___________________ CIP Code: _______________________________ CIP Title: _______________________________

Certificate of Completion Credits: 41 CIP Code: 11.0801 CIP Title: Web Page, Digital/Multimedia and Information Resources Design.

Business and Industry (closed enrollment)

Assurances: The College has met or will meet the four institutional assurances required for program application.

1. Access. The college and program will affirmatively provide access, accommodations, flexibility, and additional/supplemental services for special populations and protected classes of students.

2. Continuous Improvement. The college has assessment, evaluation, feedback, and continuous improvement processes or systems in place. For the proposed program, there will be opportunities for input from and concerning the instructor(s), students, employers, and other partners/stakeholders. Program need and labor market information will be periodically re-evaluated and changes will be requested, as needed.

3. Adverse impact and detrimental duplication. The college will follow all current laws, rules, and procedures and has made good faith efforts to avoid or resolve adverse intersegmental and intrasegmental impact and detrimental duplication problems with other relevant programs or institutions.

4. Program records maintenance and congruence. The college acknowledges that the records concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the Department

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are the official records and it is the college’s responsibility to keep their records aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department.

Summary

The Web Development Assistant provides training for entry level positions in web development. This certificate is designed to prepare students in assisting with web site duties such as entering content into existing web pages, researching customer data, and assisting in the front end development, creation and modifying of web sites. A web development assistant is trained to understand the essential functioning of the Internet, the basic tools needed to develop and manipulate web pages, such as competence with HyperText Markup Language (HTML) and Cascading Style Sheets (CSS). Web development assistants also will understand other common web-related tools, such as Hypertext Preprocessor (PHP), search engine optimization, various Java tools, and database manipulation using Structured Query Language (SQL). Program Outcomes: Students who complete this certificate will be able to: 1. Provide basic support for existing websites in the workplace or as an entrepreneur to develop and manage departmental and personal websites. 2. Be prepared for entry-level jobs in the area of web development 3. Apply website development skills in a business environment to assist in the creation and maintenance of websites following current professional and/or industry standards. 4. Use critical thinking skills to identify key web development issues.

Program Highlights

Standards: The College has met the five program approval standards.

1. Need The community college provides clear evidence of the need for the program.

Website developers are increasingly in demand for businesses in our community. Like most technology related companies, the web site business is always in flux and separating the development and the design sides has become a growing need in both our local community and region. New employees are not expected to be knowledgeable in both web design and web development, but knowing one well will help them secure a better job. In interviews with local website companies they all described their requirements for workers who develop websites for format and content. As a result of these interviews, it became increasingly important to create a separate web development assistant certificate to meet employer needs. Representatives of some of these companies will continue in an ongoing advisory role and one has recently joined the Computer Applications and Operating Systems (CAOS) advisory committee. “Employment in this occupation in 2012 was at about the statewide average for all occupations. The total number of job openings is projected to be at about the statewide average number of job openings for all occupations through 2022. This occupation is expected to grow at a much faster rate than the statewide average

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growth rate for all occupations through 2022. Reasonable employment opportunities exist for trained workers largely due to the significant number of job openings projected for this occupation.” (QualityInfo.org http://tinyurl.com/OregonQualityInfo)

2. Collaboration The community college utilizes systemic methods for meaningful and ongoing involvement of the appropriate constituencies.

In interviews, representatives of several local business and professional companies in the region have stated their needs and expectations for web development assistants. These interviews provide guidelines and advice for planning required courses and weighting the importance of several different skill sets. Most of the interviewees expressed interest in serving on the existing advisory committee for the CAOS program, thus providing long-term input.

3. Alignment The community college program is aligned with appropriate education, workforce development, and economic development programs.

The web development assistant certificate is part of the ongoing CAOS and Science, Technology, Engineering, Math (STEM) initiative to train workers for the increasing number of jobs expected in computer technology. The final goal is to develop a Web Site Degree.

4. Design The community college program leads to student achievement of academic and technical knowledge, skills, and related proficiencies.

The required courses for the web development assistant certificate provide at least entry-level training in several essential aspects of web development and manipulation. In addition to a basic understanding of the way the Internet works, students will begin to learn specific advanced skills that lead to advancement in this field. Students are trained to understand the essential functioning of the Internet, the basic tools needed to develop and manipulate web pages, such as competence with HTML and CSS. They are also introduced to other common web-related tools, such as PHP, search engine optimization, various Java tools, and database manipulation using SQL.

5. Capacity The community college identifies and has the resources to develop, implement, and sustain the program.

Columbia Gorge Community College (CGCC) has been offering over 45 credits each year in CAOS. The CAOS department requested in their 2010 Program Review to work on new web courses to the present to CGCC Curriculum Committee before the next review process. The CAOS department has been working toward this goal since 2010 and will be reviewing their program again in the 2015 school year. Web development courses are also used as electives for the Administrative Assistant Certificate, the Administrative Assistant Associate of Applied Science (AAS) degree, and may be added to two Business Administration certificates/degrees at CGCC. Budget has been allocated for the development of course curriculum and course

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implementation. No new equipment or facilities are required; existing facilities and equipment are sufficient to the needs of the new courses.

Approval Signature

Name Luis Juarez Dr. James E. Middleton

Title Education Specialist Commissioner

Date 12/31/2014

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Web Development Assistant

Certificate of Completion (31-44 credit) program at Columbia Gorge Community College.

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Proposed Community College Program State Board Standards--Staff Analysis Abstract

Name of College: Columbia Gorge Community College

Program Title: Web Design Assistant



Type of Program:



Certificate of Completion Credits: 41 CIP Code: 11.0803 CIP Title: Computer Graphics.






8. Program records maintenance and congruence. The college acknowledges that the records concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the Department

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are the official records and it is the college’s responsibility to keep their records aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department.

Summary

The Web Design Assistant provides computer graphic training for entry-level positions in web site businesses. This one year certificate is designed to prepare students in assisting web site design duties such as assisting in the design, creation and modification of graphics in web sites. Includes instruction in graphics software and systems; digital multimedia; graphic design; graphics devices, processors, and standards; and color theory and application. This certificate is designed to prepare students in assisting web site duties such as editing graphics on existing web pages, creating or designing graphics for specific customer web pages, and assisting in the design, creation and modifying of graphics in web sites. Program Outcomes: Students who complete this certificate will be able to: 1. Provide basic design support for existing websites in the workplace 2. Be prepared for entry-level jobs in the area of web design 3. Apply website design skills in a business environment to assist in the creation and maintenance of websites following current professional and/or industry standards. 4. Use critical thinking skills to identify key web design issues.

Program Highlights



Website designers are increasingly in demand for businesses and individuals who need to create an effective presence on the Internet. For graphic designers alone, employment is expected to increase approximately 20% in the next ten years. Even greater opportunities should exist for workers who combine graphic design and Internet skills. In interviews with local website companies they all described their requirements for workers who design websites as well as develop website format and content. As a result of these interviews, it became increasingly important to create a web design assistant certificate to meet employer needs. “Statewide Employment Analysis: Employment in this occupation in 2012 was somewhat larger than the statewide average for all occupations. The total number of job openings is projected to be somewhat higher than the statewide average number of job openings for all occupations through 2022. This occupation is expected to grow at a somewhat faster rate than the statewide average growth rate for all occupations through 2022. Reasonable employment opportunities exist for trained workers.” (Oregon Quality Information at http://tinyurl.com/QualityInfo-org).


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Columbia Gorge Community College (CGCC)’s Computer Applications and Operating Systems (CAOS) advisory board has been an active participant in the development and design of the Web Design Assistant Certificate, and will continue to monitor its effectiveness in producing employable graduates. In addition through external interviews, several local companies that create websites and design graphics for websites have described their requirements for web design assistants. As a result of these interviews and advisory board input, it was possible to design the certificate course requirements to meet current, local as well as regional employer needs. Several company representatives who participated in the external interview process have now expressed a desire to become members of the CAOS advisory board as well, strengthening that body and providing continued expertise.


The web designer assistant certificate is part of the ongoing CAOS and Science, Technology, Engineering, Mathematics (STEM) initiative to train workers for the increasing number of jobs expected in computer technology. The final goal is to develop a Web Site Degree.


Web design includes an understanding of basic HyperText Markup Language (HTML) and the use of Cascading Style Sheets (CSS) to control the consistent layout and formatting of the web site page. In addition it may include creation of graphics using common tools as well as Photoshop, manipulation of the displayed data by various Java tools and by Structured Query Language (SQL) if data is stored in a relational database. This entry-level knowledge may lead to further studies in web development and web design. Degree programs in graphic and web design are available at several Oregon colleges and universities.


CGCC has been offering over 45 credits each year in CAOS. As part of its 2010 Program Review, the CAOS department recommended the development of new web courses to add to the current curriculum of computer software and office courses. In anticipation of the next department review in 2015, the CAOS department has been working toward this goal since 2010 with the Web Design Assistant and Web Development Assistant Certificates as the result. New web design courses will also be available as electives for the Administrative Assistant Certificate, the Administrative Assistant Associate of Applied Science (AAS) degree, and may be added to two Business Administration certificates/degrees at CGCC. Budget has been allocated for the development of course curriculum and course implementation. No new equipment or facilities are required; existing facilities and equipment are sufficient to the needs of the new courses.

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Approval Signature



Date 12/31/2014

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Web Design Assistant

Certificate of Completion (31-44 credits) program at Columbia Gorge Community College.

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Name of College: Klamath Community College

Program Title: Registered Nursing



Type of Program:

Associate of Applied Science Degree Credits: 91 _________________________________ CIP Code: 51.3801 _________________________ CIP Title: Registered Nursing/Registered Nurse. _


Certificate of Completion Credits: CIP Code: CIP Title:






12. Program records maintenance and congruence. The college acknowledges that the records

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concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the Department are the official records and it is the college’s responsibility to keep their records aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department.

Summary

The Klamath Community College (KCC) Associate of Applied Science degree in Nursing (AAS-N) provides students with the academic and clinical preparation necessary to take the national licensure examination leading to practice as a registered nurse. The purpose of the program is to graduate qualified individuals from a rural community and encourage them to return to practice nursing in a rural community. KCC provides a state of the art simulation lab to complement the theoretical instruction by providing practical laboratory experiences. Further, in meeting the needs of rural communities, clinical experience will occur in a variety of healthcare settings located in Klamath and Lake Counties of Oregon. The Nursing Program provides eligibility for students to apply for the national exam making them eligible for the state registered nurse license. The AAS-N program meets the Oregon Administrative rules as outlined by the Oregon State Board of Nursing.

Program Highlights



Employment of registered nurses is projected to grow 19 percent from 2012 to 2022, faster than the average for all occupations. Growth will occur for a number of reasons, including an increased emphasis on preventative care; growing rates of chronic conditions, such as hypertension, diabetes, and obesity; and demand for healthcare services from the baby boomer population, as they live longer and more active lives. Rural nurses have been described as “generalist” specialists, dealing with diverse populations, and requiring a broad “womb to tomb” knowledge and skill base. The reality of nursing practice is broader for registered nurses working in rural areas, requiring that they manage a broad range of patients with varying conditions and age ranges. On a national level the median annual wage for registered nurses was $65,470 in May 2012. The median wage is the wage at which half of the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $59,093 and the top 10 percent earned more than $106,995. In Oregon for 2014, the statewide median annual wage for registered nurses is $81,349. For the specific rural area of Klamath and Lake Counties, the median annual wage is $74,870. The college’s RN Advisory Committee has representatives from both Klamath and Lake County who are in full support of the KCC nursing program. Administrative staff from critical access hospitals in central Oregon and northern California have also expressed strong support for the RN program by writing to the Oregon State Board of Nursing. It is well established that the pool of nurses, both registered and licensed, is predicted

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to decrease over the next decade as workers retire while the baby-boomer generation ages and increases the need for health care services. In Oregon, health care is the fastest growing occupational group. Between 2010 and 2020, it is expected that nursing jobs will grow by 27.9 percent. Qualityinfo.org reports employment for registered nurses (RNs) is expected to grow by 25.9 percent or about 14,499 job openings. Just under 45 percent of those openings are replacements. Employment for licensed practical nurses (LPNs) is expected to grow by 27.3 percent with just over half of the openings being replacements. The American Association of Colleges of Nursing (AACN) released preliminary data showing that 53,667 qualified applicants were turned away from 610 entry-level baccalaureate nursing programs in 2013. AACN expects this number to increase when final data on all qualified applicants turned away last year is available in March 2014. The primary barriers to accepting all qualified students at nursing colleges and universities continue to be a shortage of faculty, clinical placement sites, availability of clinical preceptors, and budget constraints.


KCC proposes to start the program beginning fall term in 2015 with a maximum of eight students per year and two full-time and one or more part-time faculty. To provide the most robust rural experience, KCC will use clinical sites in and near Klamath Falls, Lakeview, and possibly sites in other Oregon counties. The purpose of the program is to graduate qualified individuals from a rural community and encourage them to return to practice nursing in a rural community. To help meet the needs of rural communities, some didactic and clinical experiences will be offered in Lakeview. Lake County is renovating and remodeling the prior Daly Middle School in Lakeview into classrooms to be used by KCC. Two completely functional synchronous delivery classroom exist and are fully utilized. General education and nursing program prerequisite courses have been offered in Lakeview via synchronous classrooms since Fall 2013. There exists sufficient space for multiple classrooms, storage, technical, and office space. The possibility of building a dedicated nursing classroom/skills lab is being discussed. Clinical opportunities exist at Lake District Hospital in both acute and long-term care units. Additional clinical prospects include the medical clinics in Lakeview, Lake County Home Health & Hospice, and the Warner Creek Correctional Facility. The Simulation Lab at the Klamath Falls campus will also be a key part of the clinical experiences for both years of the RN program. Other rural hospitals have expressed support of KCC offering the RN program and have offered their facilities as clinical sites. Chief Executive Officer (CEO)s at Surprise Valley Hospital and Modoc Medical Center have written to the Oregon State Board of Nursing in support of the nursing program at KCC. Barbara Chambers, RN, Chief Operating & Nursing Officer (COO/CNO) at Harney District Hospital offered the possibility of using Juniper Ridge in John Day, OR, as a mental health clinical site. While this is an excellent opportunity, it may end up being too far away from the southeastern communities, but could be valuable for students coming from

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Harney County as Lake County has no inpatient or day treatment centers for mental health services.


Community colleges offer an associate degree in nursing as a gateway into the profession and serve to fill the pipeline for Registered Nurse-Bachelor of Science in Nursing (RN-BSN) or Registered Nurse-Masters in Science in Nursing (RN-MSN) programs. Associate degree programs offered at community colleges are especially beneficial to those in rural communities who face barriers such as traveling long distances or relocating to attend school, lengthy separation from families, residency requirements to qualify for admission into certain schools, and tuition costs. Ultimately, having an opportunity to attend a community college reduces the total number of qualified applicants being turned away from starting baccalaureate and graduate programs. In personal communications with the Directors of Nursing at Surprise Valley Hospital in Cedarville, CA, Modoc Medical Center in Alturas, CA, Lake Health District Hospital in Lakeview, OR, and Harney District Hospital in Burns, OR, they all agreed that one of their most challenging staffing issues is that of finding qualified staff who want to work in rural health organizations. The Directors provided several examples of staff hired in the past who were either unable to function under the flexible demands of a rural facility or who left the area because they didn’t enjoy living in a rural setting. On the other hand, the Directors reported positive experiences and excellent retention of “homegrown” staff. At all four of the rural hospitals mentioned above, the Directors of Nursing identified several employees who wanted to further their education. Many of these employees have already completed nursing prerequisite courses, but have either not been accepted into a nursing program or were unable to apply due to distance, residency, or other barriers. Having a program based in Klamath Falls and utilizing clinical sites in Lakeview would remove the most significant barriers. In support of the RN program, the Directors of Nursing offered to make available staff who were certified in various specialties by the American Nurses Credentialing Center as clinical instructors (to be hired as adjunct faculty at KCC), preceptors, or guest lecturers.


In considering how best to meet the needs of the rural facilities in terms of producing nurses with the skills, knowledge, and attitudes necessary to becoming practicing nurses in a rural setting, much thought was given to curriculum development, redesign, and ongoing evaluation. A major aspect of the nursing curriculum development and redesign process is the consideration of the nature of the health care environment in which future nurses will work. Other rising themes are those of

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increasing technology and the ever expanding amount of curricular content. Giddens (2007) addresses this “content saturation” by suggesting that faculty should learn how to teach conceptually, thereby minimizing the emphasis on the amount of content students must learn. If rural nurses are to be specialists in being generalists, it seems that learning concepts that apply to all patients would be more beneficial than focusing on the minutest detail of all possible diseases of all body systems as is often the case in traditional curricula. According to Keating (2011), diversity can be considered in terms of the diversity of opportunities in nursing not just in its traditional meanings. Based on information from the Oregon Center for Nursing (2014), only 60 percent of Oregon’s registered nurses work in the hospital setting. There are many other opportunities in community-based settings such as primary care, public health, industry, schools, home care, hospice, rehabilitation facilities, skilled nursing facilities, correctional facilities, and others. The Health Resources and Services Administration (HRSA), a program under the US Department of Health and Human Services, reported 75% of Associate Degree Nursing (ADN) graduates seek employment in the state where they were educated. Additionally, the Urban Institute Study (2009) stated that nurses tend to work where they are educated, so simply producing more nurses in an urban setting may not address the critical shortage areas. Again, teaching nursing students using a concept-based curriculum supports the likelihood that nurses from rural areas will successfully meet the diverse nursing needs of the rural community. KCC embraces the use of technology in the classroom in a variety of ways. The synchronous classrooms show the College’s commitment to using high-tech solutions in providing education to those who might otherwise not have access. Specifically related to the nursing program, much of the training equipment and majority of manikins are mid-fidelity (three adults, one child, and one infant). This is complemented by a high-fidelity simulation lab and debriefing room for reviewing the audio-visual recording of the scenario that occurred in the simulation laboratory. The use of simulation in meeting learning outcomes is well documented. The prerequisites for the nursing program are designed to support the student to continue his/her education. A survey of prerequisites for all nursing programs in Oregon influenced the Advisory Committee to suggest the requirements of Writing 121, Math 111, the Anatomy & Physiology series (three terms), Microbiology, Nutrition, Human Growth & Development, and Medical Genetics. These courses were common to all baccalaureate programs in Oregon.


The capacity for admitting students into a nursing program is limited by the number of faculty and the availability of clinical sites. The Oregon State Board of Nursing (OSBN) defines the ratio of faculty to students as no more than 1:8. Depending on the knowledge and skill of the students, the ratio may need to be less. Clinical sites must have sufficient patients to provide varied experiences for the students. The very nature of rural clinics and critical access hospitals means they have limited numbers of patients. When placing students in clinical sites, the program must consider the number and skill level of working employees and the impact on productivity and

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patient care that the presence of students might have. The RN program will begin with eight students per cohort and a new cohort each year. The total number of students at any one time will be 16. This is the same size of the existing Practical Nursing program. In planning the program, the need to further divide the cohort of eight does exist to spare a single clinical site from being overtaxed. KCC nursing faculty know that flexibility will be necessary to the success of the program. In addition to clinical sites in the rural communities, the college has a classroom with five mid-fidelity manikins and multiple skills-specific training manikins. The simulation lab has one high-fidelity manikin and is furnished with audio-visual recording equipment to provide students with immediate visual feedback. The current budget includes the purchase of a second high-fidelity manikin and supporting equipment designed to meet maternal-childbirth learning outcomes. Both health sciences and human sciences are necessary to support the art and science of nursing. Pre-nursing students are exposed to both in meeting the prerequisites for admission into the program. The college provides all the required courses, many offered in both classroom and on-line settings. Nursing faculty for the RN program, as defined by the OSBN, includes a nurse administrator with a master’s degree in nursing, at least five years’ nursing experience, with at least three years’ experience as a nurse educator or nurse administrator. Nurse educators must have a master’s degree in nursing and at least three years' nursing experience. Nurse educator associates must have a baccalaureate in nursing and at least two years’ nursing experience. The nursing faculty work with designated preceptors at each clinical site to ensure a varied, quality learning experience for the students. At the conclusion of the program, students participate in a clinical practicum working with an assigned preceptor. This experience is designed to formalize the clinical judgments, knowledge and skills necessary to provide safe, effective care as a registered nurse.

Approval Signature

Name KC Andrew Dr. James E. Middleton


Date 12/29/2014

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Registered Nursing AAS

degree program at Klamath Community College.

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Name of College: Portland Community College

Program Title: Manual Machining

Proposed Start Date: Spring 2015


Type of Program:



Certificate of Completion Credits: 54 CIP Code: 48.0501 CIP Title: Machine Tool Technology/Machinist.







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Summary

Manual machinists operate various types of material processing equipment such as lathes, drill presses, milling machines, and grinders. This certificate will prepare individuals to take appropriate measurements, set up the various machines and manufacture parts according the blueprints.

Program Highlights



The machining profession is in an expansion mode. According to Oregon Labor Management Information System (OLMIS) the regional outlook looks positive. The machinist employment projection for 2018 is expected to increase in the region and statewide by 26.8%. There is a need locally for skilled machinists to use manual machining processes. Many of the machining shops in the area do not use computer-numerical-controlled (CNC) lathes and mills; rather, they use manual machining processes to achieve the desired results and to control manufacturing costs. Local employers express a need for machinists with manual machining expertise to fill the openings created due to retirements and as a result of increased business activity consistent with the economic recovery.


The Portland Community College (PCC) Machine Manufacturing Technology Advisory group, which represents local industry partners, requested the development of a Manual Machining Certificate because many of the machining shops locally employ the use of manually guided machines rather than CNC equipment. They need skilled machinists who can use these tools. The advisory committee reviewed the final proposal and approved it. PCC is committed to be an open-enrollment institution and works hard to ensure that all students who have the desire and academic ability may enroll in the program of their choice while providing a type and level of instruction that supports completion and successful entry into industry. The Machine Manufacturing Technology program is open access, which means that students may self-select into the program and may begin courses after they meet with an advisor and when they reach the top of the waiting list. PCC staff regularly visit schools and community/neighborhood events to recruit students representing the diversity of the community. When students apply to the college (free) they are invited to meet with advisors who provide guidance to all students regarding academic and student support services programs. Once students enroll in the college they have access to the student resource center for academic support, Disabilities Services, Developmental

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Education, English for Speakers of Other Languages (ESOL) courses and services, Veterans Services and Multicultural Centers and Women’s Resource Centers at the three main campuses.


The program is aligned with appropriate workforce and economic development initiatives. The Workforce Development Board has determined that reasonable employment opportunities exist statewide for machinists. All courses within the certificate are either a required or an elective course for the Associate of Applied Science (AAS) degree in Machine Manufacturing Technology. Because of their exposure to a variety of machining practices and techniques, individuals who have multiple machining certifications have improved employment opportunities. Some industry leaders hire only machinists who hold several certificates because such experience is expected within that shop. This means that the short-term certificate fulfills both the needs of the individual and the needs of the businesses who hire machinists. The Machine Manufacturing Technology program is aligned with K-12 and has a dual credit agreement with several high schools in the area including ACE Academy, Benson High School, Glencoe High School, and the Alliance High School... In 2013-14, the Machine Manufacturing Technology program served 161 students at seven high schools and awarded 1,033 credits.


The certificate courses lead to student achievement of academic and technical knowledge, skills and related proficiencies as expected by the industry. All courses in the program are offered at the Sylvania Campus of Portland Community College. The college has a rigorous assessment and evaluation process to determine how well students meet course outcomes and certificate outcomes. Students who complete the certificate will be evaluated to determine how well they met the certificate outcome. Data resulting from outcome assessment is used for program improvement and determination of student learning. Instructional methods used for the program coursework reflect best practices in education. Machine Manufacturing Technology courses are designed to be modular and self-paced in format, allowing the student to attend courses on a schedule s/he chooses (days or evenings) and individualized so that the course of study can be aligned to an individual student’s needs. This supports access and helps to provide an environment that increases success among students. The college has an open access policy, which ensures access for all individuals. PCC serves students with special needs including those with disabilities, displaced workers, and non-native speakers of English. Services include the provision of tutors,

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counselors, childcare, financial aid, and English as a Second Language (ESL) instruction. Other services may include interpreters and communication devices for deaf and hearing-impaired students, note taking options, taping of printed materials, test readers/writers, enrollment assistance, career guidance, and corrective physical education. Staff and students also have access to consultations and workshops designed to increase awareness of disability issues. PCC as a public agency provides comprehensive services for students with disabilities in both the classroom and online formats. The college has a Disabilities Services office: http://www.pcc.edu/resources/disability/. PCC supports diversity in the student body and employment. The PCC Office of Affirmative Action and Equity (OAAE) provides leadership to facilitate, manage and coordinate college policies, procedures and programs related to diversity, inclusion and equity: http://www.pcc.edu/about/affirmative-action/.


The college has the infrastructure to support the new certificate. All required courses are currently and regularly scheduled for the Machine Manufacturing certificate and AAS. The Machine Manufacturing Technology (MMT) department is supported by 4-full time faculty and 2 part-time faculties who are experienced professionals. The college financially and operationally supports a very large machine shop at Sylvania Campus and has a large variety of machines for students to become skilled using. The MMT department also has several classrooms in the shop available for instructional purposes. Machine manufacturing students have access to all other academic and student support services available for PCC students. In addition students have access to career counseling, instructional support and academic advising. The college provides full service library services at three campuses in the district. The college is committed to maintaining a complete catalog of lower division collegiate courses to accommodate students earning a certificate and preparing to transfer to a university. The College is aligned with Worksource Inc., which provides resources, counselors and sometimes funding for individuals out of work, and or needing training for changing careers. The Customer Service Professional Career Pathway Certificate will be promoted through Worksource Inc.

Approval Signature



Date 1/26/15

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Manual Machining

Certificate of Completion program at Portland Community College.

http://www.pcc.edu/resources/disability/

http://www.pcc.edu/about/affirmative-action/

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Action Item

Policy Issue: Staff Action on New Career and Technical Education Programs



Name of College: Southwestern Oregon Community College

Program Title: Forest Technology

Proposed Start Date: Spring 2015


Type of Program:



Certificate of Completion Credits: 46 CIP Code: 03.0599 CIP Title: Forestry, Other







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Summary

One Year Certificate of Completion is designed to prepare students for entry level employment in the forestry field in supervised positions such as forester aides, surveyor assistant, measurement technician, and field mapping aide. The courses within the certificate include required courses for the Associate of Science (AS) degree in Forestry.

Program Highlights



The community college provides clear evidence of the need for the program. In 2014, Southwestern developed a new AS in Forestry articulated to Oregon State University (OSU) with the advisory and financial support of the Southwestern Forestry/Natural Resources Advisory Committee. Once the AS was completed, the advisory recommended development of a One Year Certificate of Completion with associated pathway certificates to offer students an applied and employment focused starting point for students entering the field of forestry. These certificates are being designed to primarily include coursework that can be applied to the AS program and resulting in direct entry-level employability in field positions.


The community college utilizes systemic methods for meaningful and ongoing involvement of the appropriate constituencies. The Southwestern Forestry/Natural Resources Advisory Committee is a strong industry advisory committee that has been instrumental in development of a new Southwestern forestry program. Not only has the committee offered guidance in the development of the program outcomes and coursework, they have also provided financial support to initiate the program. Additionally, Southwestern has partnered with OSU to ensure transferable aligned and articulated coursework whenever possible, even in the certificate programs


The program is aligned with appropriate education, workforce development, and economic development activities. Forest management regulations and practices are changing and the economy is recovering. Though extensive growth is not expected in this industry, the Advisory Committee has identified a need for qualified field personnel in order to maintain and strengthen current industry practices. The local

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workforce in forestry field positions is aging and retirements are creating a local need for a new qualified pool of potential employees. The need was further expanded by the design of the program such that AS forestry students can complete certificates within their degree studies and be well qualified for seasonal positions within the field while they complete Bachelor level studies to become Foresters.


The program leads to student achievement of academic and technical knowledge, skills and related proficiencies. The Southwestern Forestry/Natural Resources Advisory Committee guided Southwestern in the selection of coursework comprising the certificate so as to meet the needs of the industry. Coursework is designed to include theory and concepts, as well as field skills. Industry partners participate in the course field exercises and assist in the design of authentic field assessments.


Resources Advisory Committee and the Southwestern Foundation generated funding to implement the new Forestry program. Funding has been secured for two years of operation and the new Trade Adjustment Assistance Community College and Career Training (TAACCCT) 4 College 2 Careers grant has been leveraged to purchase needed field and lab equipment. With these start-up funds, the program can operate for two years to confirm viability at which time general funds will be committed to sustain the program.

Approval Signature

Name KC Andrew for Evelyn Roth Dr. James E. Middleton


Date 1/26/15

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the forest Technology Award

program at Southwestern Oregon Community College.

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Action Item




Name of College: Umpqua Community College

Program Title: Automotive Technology-T-TEN



Type of Program:

Associate of Applied Science Degree Credits: 91 _________________________________ CIP Code: 47.0604 _________________________ CIP Title: Automobile/Automotive Mechanics Technology/Technician.









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Summary

The goal of the T-TEN program is to train future automotive technicians to work for Toyota dealership service departments. The T-TEN standard requires student technicians to receive 2 years of training that is divided between technical college classroom/lab education and Toyota dealership internship education experience. The T-TEN program requires each student to be sponsored by a Toyota dealer before entry into the program. The student works at the dealer in a paid internship position for approximately one half of the T-TEN training program. When students complete the program, they are available for full time employment at the sponsoring dealer. The individual sponsorship agreements are determined using recruiting and application processes between the student and the T-TEN coordinator prior to entry in the program. The T-TEN program at Umpqua Community College (UCC) consists of four quarter/terms of classroom and hands-on automotive systems instruction and 4 quarter/terms of Toyota dealer internship hands-on instruction. Each college quarter (term), the student-technicians alternate between instruction classes at UCC and internships at the sponsoring Toyota dealer. This alternate instruction will give the student-technician on the job training to support their UCC instruction classes. The student will achieve Toyota technician certifications upon completion of the T-TEN program.

Program Highlights



UCC has been a T-TEN school for the last 25 years with graduates filling needs at several Toyota dealers across the state. With the new standards and regional area the program is going to grow. UCC is one of the approximately 40 T-TEN schools across the United States fulfilling the need for training of the students entering the workforce at all of the Toyota and Lexus dealerships.


The partnership between Toyota Corporate, The T-TEN Instructor Community, The T-TEN Advisory Committee, and UCC is what drives UCC’s T-TEN program.


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The partnership between Toyota Corporate, The T-TEN Instructor Community, The T-TEN Advisory Committee, and UCC is what drives UCC’s T-TEN program


UCC’s T-TEN program has gone through the entrée and certification process to be a certified T-TEN School. The certification process insures that the program has the proper approved curriculum in place and is delivering it. The certification also insures correct assessment, qualified Instructors with proper certification, proper facilities and equipment, and administrative support to provide the program.


UCC has been running the T-TEN program in good standings with Toyota for the past 25 years. The new standalone program is part of the increasing requirements for student success.

Approval Signature



Date 12/22/2014

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Automotive Technology-T-

TEN AAS degree program at Umpqua Community College.

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Action Item




Name of College: Umpqua Community College

Program Title: Welding

Proposed Start Date: Summer 2015


Type of Program:

Associate of Applied Science Degree Credits: 95 _________________________________ CIP Code: 48.0508 _________________________ CIP Title: Welding Technology/Welder. ________









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Summary

The welding program focuses on skills sets required to meet or exceed industry standards and the American Welding Society. Graduates will have basic knowledge and skills that are required to achieve entry-level positions as welders, welder operators, and fabricators. Basic tools and personal protective equipment (PPE) for fabrication and welding are required, a list of tools are available from the welding instructors. The Welding Department seeks to maximize the ability of its students to compete in the job market by offering relevant and up to date courses in welding technology. To achieve this goal, the department emphasizes current technology trends in both the welding shop and classroom environment. Welding courses are offered during the day and in the evening. In addition, courses are adapted to meet the diverse needs of the student, potential employers, and respond to changes and advancements in the welding industry. The Umpqua Community College (UCC) Welding program is an Educational Institutional Member of the American Welding Society, and offers American Welding Society-School Excelling through National Skill Standards Education (AWS – SENSE) curriculum and certificates.

Program Highlights



Also stated previously, was a list of more than 70 local employers on the I-5 corridor that need skilled and qualified welders. Currently, local fabrication companies such as North River Boats has seen the demand for their product elevate to the point where they have had to fill a second shift of welders. Hydro-electrical, solar, wind, and other means alternative energy production continue to see growth and advancements. Weekley Brothers, Con-Vey Keystone, Caldwell Construction, North Star, and Double – A Metal Fabrication are local manufactures in our back yard that competitively bid on and build these type of projects.


This has been discussed on several occasions with the welding department and its advisory committee members. Let us serve this community better by offering a welding program that better prepares its graduates to be competitive. Let us create a program that prepares its graduates with the skills that they need to compete in a profession where there is work locally, nationally, and internationally.

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This program has a one year certificate. The welding program is ready for the next step, the AAS Degree in welding.


American Welding Society curriculum and certificates, and strengthened its connections and bond with local welding manufactures. Job placement for its graduates has been successful, with positive feedback coming back from employers and graduates. This program has not lost sight of its original goal. Many program reviews have been written, all with sights set on growth and alignment of this program to industry standards.


As stated previously, additional Staffing has been, and is currently being discussed within department meetings. In attendance at said meetings were; newly appointed Career and Technical Education (CTE) Department head, John Blakely, CTE Dean, Jesse Morrow, and Vice-President of Instruction (VPI), Dr. Roxanne Kelly. The institution has committed resources for expanding the program to our South County location.

Approval Signature



Date 12/22/2014

The Commissioner and Staff Recommend Adoption of the Following Resolution: RESOLVED, that the Higher Education Coordinating Commission approve the Welding AAS Degree

program at Umpqua Community College.

Documents

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