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projectIMPACTInnovativeMulti-IndustryPartnershipandCareerTrainingProjectGatewayCommunity&TechnicalCollegeTAACCCTRoundIIIGrantFINALEVALUATIONREPORTFALL2017
ThirdPartyEvaluatorsJaneJensen,PhDJessicaHorohov,PhD,JosephWaddington,PhD
UniversityofKentuckyCollegeofEducationEducationalPolicyStudies&Evaluation859.257.1929 [email protected]
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Executive Summary TheUniversityofKentuckyCollegeofDepartmentofEducationalPolicyStudies&
Evaluation(EPE)servedasthird-partyevaluatorforGatewayCommunityandTechnicalCollege’s(GCTC)IMPACTprogram,fundedbyaTradeAdjustment
AssistanceCommunityCollegeCareerTraining(TAACCCT)grantthroughtheUnited
StatesDepartmentofLabor.InOctoberof2013,GatewayCommunityandTechnicalCollege,aSACS-accreditedcollegewithintheKentuckyCommunityand
TechnicalCollegeSystem,wasawardedaRound3TAACCCTGrantunderOption2
to“DeveloporEnhanceaprogramofStudywithinnovativeStrategies.”Theproject,namedtheInnovativeMulti-IndustryPartnershipandCareerTraining
(IMPACT)receivedapprovalforitsrevisedStatementofWorkinthefallof2013.
TheprimarygoalsoftheIMPACTprogramweretoenhanceandacceleratecareer
pathwaypreparationinlogistics,manufacturing,heating&coolingandenergyfields.Theprogramprovidedacombinationofintensiveacademicandcareer
coachingincooperationwithworkforcedevelopmentpartners,community
agencies,andindustryemployers.
TheIMPACTprogramincludedthreestrategiestosupportstudentsuccess:
TheIMPACTprogramstrategiesincludedthreemainparticipantgroups:GCTC
institutionalpartnersandIMPACTstaff;targetedstudentsincludingTAACCCTeligiblestudents,Veterans,and“otherbusyadults”;aswellaslabormarket
partners.
EPEworkedcollaborativelywiththegranteecollegefundedbyTAACCCTtoconduct
arigorousevaluationtomeasuretheimpactofthecorestrategiesimplementedbythegranteecollege.Theevaluationteamfollowedrecommendationsofthe
TAACCCTnationalevaluationresearchersandtechnicaladvisorsindevelopmentoftheevaluationplan,incorporatingquantitativeandqualitativeapproachessuchas
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casestudies,surveys,andinterviews,alongwithnon-randomizedexperimental
designfocusingoncohortcomparisonsusingapropensityscorematchingdesigncomparingIMPACTparticipantswithahistoriccomparisongroupofstudentsinthe
sameprogramtwoyearsprior.
Resultsoftheevaluationindicatethatthegranteewassuccessfulinimplementing
alloftheproposedstrategies.Inaddition,theprogramestablishedanumberofnewpartnershipswithemployerandcommunitystakeholdersandinfluencedchangesto
referralsforwork-basedlearningopportunities&careercounseling.TheIMPACT
programsetgoalsofserving300uniqueparticipantsoverthethreeyeargrantperiod.Inall,theIMPACTprogramhad379totalparticipants,251ofwhichwerenewstudents(non-incumbenttoGateway).Aspartofthegrantstrategies,fournewstackablecertificatesandanewAASdegreeprogramwereapproved,and
fifteencourseswereredesignedforonlineorhybriddelivery.Inall,138program
participantstookcoursesthatwerenewlydevelopedthroughtheIMPACTgrant,24tookcoursesthatwereupdatedusinggrantfunding,and104tookcoursesthatwere
providedwithnewequipmentthroughgrantfunds.Ninety-four(94)participants
tookatleastoneneweLearningcourseaspartoftheirprogram.Ninety-six(96)tookcoursesthatwerepartoftheacceleratedcredentialscurriculum.866non-
programparticipantsalsotookatleastoneofthesecoursesthatwereimprovedthroughtheIMPACTgrant.Inaddition,theIMPACTstudentsupportmodelwas
fullydevelopedwithtrainingmaterialsandbestpracticeguidelinesincludingboth
internalandexternaloutreachactivities.
TheIMPACTprogramhadasignificantpositiveimpactonstudenteducationalachievement.Participantsintheprogramalsoexperiencedamodestbutsignificant
changeinemploymentorwageincreasesfromthecomparisongroup.Thiswastrue
forbothincumbentstudentsalreadymatriculatedinaKCTCScollegeandstudentswhollyservedbyIMPACT.Theprojectstrategiesweremostinfluentialonhelping
studentscompletetheireducationalgoals:IMPACTstudentstookandpassedmore
classesandwereawardedmorecredentialsthatsimilarstudentsinthesameprogrampriortothegrantactivities.
Lessonslearnedfromfinalexitinterviewswithstaffandfacultysaswellasareview
oftheevaluationfindingswithregardtoimpactandinstitutionalchangeareas
follows:
• Theprojectstrategytocollaboratewithindustrypartnerstocreateclear
pathwaysthroughasequentialsetofcourseswithenhancedclassroom
resources,flexibledeliverywithonlineandhybridcoursesections,and
opportunitiesforwork-basedexperiencesallowedstudentsintheIMPACT
programsofstudytocompletecredentialsatahigherratethantheir
historicalpeers.Thisstrategy,requiringfocusedattentiontothepurposeful
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designofcredentialsanddirectandconsistentcollaborationwithemployers,
holdspromiseforotherareasoftheKCTCStechnicaleducation.
• Qualitativedatadescribingthepositiveeffectsoftheacademicadvisingand
careercounselingweresupportedbyourquantitativeanalysisofstudent
outcomesinIMPACTrelativetothatofstudentsenrolledinthesame
programsinprioryears.Whilerequiringinstitutionalresourcestoprovide
thispersonalizedattention,theresultsindicatethatstudents’success
improveswhentheyhave“someonetotalkto”insupplementtothe
instructionalsupports,especiallyifthatassistanceisofferedinconjunction
withwork-basedopportunities.
• Duetotheshorttimespanofthegrantactivity,thefullimpactofthe
redesignedpathways,courseimprovements,andadvisingonemployment
andwageearningsislikelyunderstated.Furtherresearchisneededto
explorethewaysinwhichindustrypartnershipsmightfurtherincrease
employmentandwageincreasesforunemployed,under-employed,andbusy
adultsinKentucky.
• AlthoughtheIMPACTprogrammetitsrecruitmentandenrollmentgoals,
recruitmentofnewstudentswasoftenmetwithdifficultiesduetolocal
attitudestowardworkinginwhatiscommonlymisunderstoodas
“manufacturing”.Thiswasmitigatedbybuildingrelationshipswithlocal
employersanddevelopingabi-directionalcommunicationflowsbetweenthe
classroomandtheworkplace.
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ExecutiveSummary.............................................................................................................................ii
AbbreviationGlossary........................................................................................................................6
1.Introduction.......................................................................................................................................8
2.EvaluationDesign.........................................................................................................................10ImplementationAnalysisDesign.............................................................................................................10Outcome/ImpactAnalysisDesign...........................................................................................................14Limitations......................................................................................................................................................15
3.BackgroundandImplementation...........................................................................................16ThePolicyEnvironmentinKentucky....................................................................................................16SelectionofIMPACTStrategies................................................................................................................17Installation......................................................................................................................................................19InstallationofStrategy#1:CreatingCareerPathways&Curriculum........................................22InstallationofStrategy#2:ProgramEnhancements........................................................................26InstallationofStrategy#3:Outreach,Completion&CareerSupport.........................................28
4.OutcomeAnalysis..........................................................................................................................30DescriptiveStatisticsofStudentParticipants.....................................................................................30EnrollmentinIMPACTProgramsofStudyandNewCourses........................................................31CompletionofAcademicCredentials(Associates,Diplomas,&Certificates)..........................33
5.ImpactAnalysis..............................................................................................................................35ComparisonGroups.....................................................................................................................................35DataDescription...........................................................................................................................................36SampleDescription......................................................................................................................................37PropensityScoreMatching........................................................................................................................38EducationalOutcomes.................................................................................................................................41EmploymentOutcomes...............................................................................................................................41
6.Conclusion:PartneringforSuccess.........................................................................................47CurricularAlignment&Delivery.............................................................................................................48StudentDevelopment..................................................................................................................................48Work-BasedLearning..................................................................................................................................49MaximizingPartnerships...........................................................................................................................50CredentialsandCertifications..................................................................................................................51Sustainability.................................................................................................................................................51
References...........................................................................................................................................52AppendixA:PathwaysMaps....................................................................................................................54AppendixB:EmployerEngagementSurvey.........................................................................................59AppendixC:NewSupplyChainManagementCredentials..............................................................66
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Abbreviation Glossary
AA/AS–AssociateinArts/AssociateinScience,generaleducationtransferdegreeAAS–AssociateinAppliedScience,terminaldegreeforcommunitycollegetechnicalprogram
ACT–AmericanCollegeTesting,developerofjobprofilesandWorkKeystestACR–HVAC(AirConditioning)courseprefixAO–AcceleratingOpportunities,short-termtraininggrantpreexistingatGatewayAWS–AmericanWeldingSociety,professionalorganizationBAS–BachelorsinAppliedScience,oftdegreetowhichtotransferAASBICSI–BuildingIndustryConsultingServiceInternational,assoc.forcablingdesignandinstallationBPI–BuildingPerformanceInstitute,Inc.,certificationforresidentialenergyefficiencyretrofit
BRX–BlueprintReadingcourseprefixCDL–CommercialDriver’sLicense,requiredtooperatetowtrucks,buses,andtractortrailersCEM–CertificatedEnergyManager,certificateofferedthroughIMPACTCIT–ComputerInformationTechnology/ComputerLiteracycourseprefixCLA–CertifiedLogisticsAssociateCLT–CertifiedLogisticsTechnicianCMM–ComputerManufacturing&MachiningcourseprefixCoEEC–UniversityofKentuckyCollegeofEducationEvaluationCenter,third-partyevaluator
CPT–CertifiedProductionTechnician,RTFprogramturnedintocreditprogramforIMPACT
CRC–KCTCSCurriculumReviewCommitteeDOL–DepartmentofLaborEASY–EarlyAccessSkillsforYou,LibraryScienceandTechnologyskillscourseeDDI–eLearningDesignandDevelopmentInstitute,Gatewayfacultytrainingforonlinecourses
EET–Electrical&EngineeringTechnologycourseprefixEGY–EnergyTechnologycourseprefixELT–ElectricalTechnologycourseprefixFAM–FundamentalsofAdvancedManufacturing(usedinRTFprogram)FOA–FiberOpticAssociation,professionalsocietyforenergytechnologyFPX–FluidPowercourseprefixGCTC–GatewayCommunity&TechnicalCollege(Gateway)HPOG–HealthProfessionsOpportunityGrants,partoftheAffordableCareActHVAC–Heating,Ventilation,&AirConditioningIMPACT–InnovativeMulti-IndustryPartnershipandCareerTraining,projectnameIMT–IndustrialMaintenanceTechnologycourseprefixISX–IndustrialSafetycourseprefixITS–InformationTechnologySystems,asincablinginstallation,seeBICSIKCTCS–KentuckyCommunity&TechnicalCollegeSystem
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LIS–LibraryandInformationSciencecourseprefixLOM–LogisticscourseprefixMFG–ManufacturingcourseprefixMOA–MemorandumofAgreementMSSC–ManufacturingSkillStandardsCouncil,industrycertificationsystemNAICS–NorthAmericanIndustryClassificationSystem,FederalbusinessclassificationsystemNCRC–NationalCareerReadinessCertificate,ACTcertificationforemployabilityNKIP–NorthernKentuckyIndustryPartnershipNKYOET–NorthernKentuckyOfficeofEmploymentandTrainingNKYWIB–NorthernKentuckyWorkforceInvestmentBoardNOCTI–NationalOccupationalCompetencyTestingInstituteOSHA–OccupationalSafetyandHealthAdministrationPI–PrincipalInvestigatorPLA–PriorLearningAssessment,portfolioforawardingcreditforlifeandworkexperiences
PM–ProjectManagementmodel,usedbyGatewayforIMPACTPOS–ProgramofStudy,courseplanforcertificate,diploma,ordegreePPE–PersonalProtectiveEquipment,moduledevelopedthroughIMPACTPR–PublicRelations,GatewaymarketingofficePV–Photovoltaics,solarenergyconversionmethodQA–QualityAssurance,KCTCScoursequalityreviewprocessQMS–QualityManagementSystemscourseprefixRTF–RaisetheFloor,Gatewaygrantpromotingwomeninmanufacturing.Followssamecurriculumascertifiedproductiontechnician,plussupportservices.STEP–Gatewaydepartmentalexamsforcoursecredit,partofPLAdevelopmentTAACCCT–TradeAdjustmentAssistanceCommunityCollegeandCareerTrainingTAA-eligible–TradeAdjustmentAssistance-eligible,studenteligibilityforfederalfundsUK–theUniversityofKentucky,third-partyevaluatorinstitutionVA–UnitedStatesDepartmentofVeteransAffairs(Vets)WBL/WBE–Work-BasedLearning/ExperienceWIA–WorkforceInvestmentAct,providesjobtrainingfundingforeligibleunemployedpersons
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1. Introduction
TheInnovativeMulti-IndustryPartnershipandCareerTraining(IMPACT)programatGatewayCommunityandTechnicalCollege(GCTC),oneofsixteencollegesintheKentucky
CommunityandTechnicalCollegeSystem(KCTCS),wasdesignedtomeettheRound3
TAACCCTGrantunderOption2:“DeveloporEnhanceaProgramofStudywithInnovativeStrategies”.Basedonareviewoflabormarketneedsandcollegestrengths,theKCTCS
administrationchoseasetofindustryspecificprogramsofstudyforenhancement
includinganewAASdegreeinSupplyChainManagementandfournewcertificatesinEnhancedMachineOperation,CertifiedDriversLicense(CDL),andLogisticsaswellas
improvementstoexistingprogramsofstudy.
TheinterventionbeingevaluatedforIMPACTatGatewayCTCinvolvestheimplementation
ofthreedifferentstrategiesthataddressthetrainingandeducationneedsofTAA-eligibleandotheradultworkers,withanemphasisonveterans.Thesestrategiesare:
TheIMPACTprojectinvolvesfourkeyevidence-basedelementsinitsprojectdesignwhich
include:1)work-basedtrainingopportunities,2)careerpathways,3)onlineandtechnology-enabledlearning,and4)strengthenedstudentsupportservices.Theprojectis
designedtoincreaseGateway’scapacitytodevelopandexpandprogramofferings,enhance
courseinstruction,andreducethegapbetweentrainingandjobsthatareunfilledduetoalackofskilledapplicants.Buildingcapacityinprogramareasisprojectedtoresultinan
increasednumberofstudentswhobecomeindustrycertified,completetheiracademic
program,andbecomeemployable.TheevaluationdesignfocusesonsummativeandformativeexaminationoftheIMPACTprojectsuccessinmeetingitsprogramgoalsandthe
impacttheprogramhadonitsparticipants.
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TheIMPACTprogramsetgoalsofserving300uniqueparticipantsoverthethreeyeargrant
period.Inall,theIMPACTprogramhad379totalparticipants,251ofwhichwerenewstudents(non-incumbenttoGateway).Theprogramproduced125exitersand175completers.Completersaredefinedasthosewhohavebothgraduatedandexitedtheprogram,whiletheexiterswithdrewfromtheprogramwithoutcompletingacredential.
Aspartofthegrantstrategies,fournewstackablecertificatesandanewAASdegree
programwereapproved,andfifteencourseswereredesignedforonlineorhybriddelivery.Inall,138programparticipantstookcoursesthatwerenewlydevelopedthroughthe
IMPACTgrant,24tookcoursesthatwereupdatedusinggrantfunding,and104took
coursesthatwereprovidedwithnewequipmentthroughgrantfunds.Ninety-four(94)participantstookatleastoneneweLearningcourseaspartoftheirprogram.Ninety-six
(96)tookcoursesthatwerepartoftheacceleratedcredentialscurriculum.866non-programparticipantsalsotookatleastoneofthesecoursesthatwereimprovedthrough
theIMPACTgrant.Inaddition,theIMPACTstudentsupportmodelwasfullydeveloped
withtrainingmaterialsandbestpracticeguidelinesincludingbothinternalandexternaloutreachactivities.
ThefollowingsectiondescribesfindingsfromimplementationanalysisofthethreeinnovativestrategiesusedinIMPACTandresultsoftheimpactanalysis.Section2details
theevaluationdesign.Section3providesbackgroundontheIMPACTprogramandthewaysinwhichIMPACTbuiltuponthisprograminthedevelopmentofthedegreepathways
andexpandedadvisingmodel.Section4detailsthedescriptivestatisticsoftheprogram
outcomes.Section5reviewstheresultsfromtwonon-randomizedanalysesofa)impactoneducationaloutcomesandb)changesinemploymentstatusandwagesrelativetoa
historicalcomparisoncohortofstudentsparticipatinginthesamecurricularpathwaysinthetwoyearspriortotheproject.Section6concludeswithadiscussionoftheintegration
ofprogrampathways,work-basedexperiences,andemployerengagementhighlightedby
theevaluationresults.
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2. Evaluation Design Implementation Analysis Design Theprimarygoalofthisimplementationevaluationwastomeasurehowwellthecollege’s
ProgramofStudy(POS)deliveryandstudentsupportstrategiesmettheprioritiesreflected
intheDOLgrantandcontributedtothevisionandgoalsofthegranteecollege.Themixedmethoddesignusedtoassessimplementationwaslongitudinalandcomprehensive,
includingqualitativedatathatsupplementedthequantitativedatatolinkdataonprogramimplementationtostudentoutcomes.Buildingfromtoolsandtemplatesrecommendedby
theTAACCCTnationalevaluatorsandtechnicaladvisors,wecustomizedtemplatestomeet
theneedsofTAACCCTthegranteecolleges,includingtoolsthattracktheinventorygrant-fundedPOSandcorestrategies,partnerengagement,andpartnerships.
The delivery system proposed for the project required extensive organizational change and staff development, therefore a qualitative approach using ethnographic methods of generating data was used to determine the ways that implementation unfolded within the college.Curriculaandinstructionaltechniquesweredocumentedthroughanalysisofprogrammaterialsand
interviewswithcurriculumdevelopersandinstructors.Successesandbarrierstoimplementationthatoccurredintheprocesswerenotedincludingwaysinwhichthe
programaddresseddifferencesinstudentpreparationasevidencedbylow-testscores.The
casestudydesignincludedfielddatathatwascollectedfrommultiplestakeholdersonsite.Thesestakeholderinterviewsallowedtheevaluationteamtohighlightpotentialobstacles
toimplementation,andtoprovideplace-basedinterpretationsofoperationsinthevaried
contextsoftheproject,aswellascontributingtotheformalreviewofdataproducedbytheproject(Yin,2013).ThelogicmodelinFigure2servedasaguidefortheevaluationteam.
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Figure2:IMPACTLogicModel
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Fieldworkwascompletedusingtheimplementationquestionsinbelowasaguideforstudy.Themethodsofdatacollectionincludedinterviews,artifactanalysis,participantobservation,andananalysisoftheonlineenvironmentsprovidedbythesite,includingprogramdeliverablessuchaswork-basedcurricularexperiences,IMPACTstaffandcoachtrainingmaterials,anddocumentedBestPracticespolicies(Patton,2002).Documentanalysisincludedcurricularpathwaysregardingstackedcredentials,jobdescriptionsforhiringpersonnel,syllabi,lessonplans,studentintakeforms,andwrittenrecordsofcommunicationbetweenprogramstaff,students,andexternalstakeholders.Changestocurriculumandcourserequirementsorpathwaysweredocumented.
ImplementationQuestions
Curriculum:Howwastheparticularcurriculumselected,used,and/orcreatedwithinthehistoryoftheprogramsofstudyandinstitutionalcapacityofthecollegeandhowdoesthiscomparetosimilarprogramsofstudyofferedbyotherKCTCScolleges?
Delivery:HowweretheprogramsofstudyimprovedorexpandedaspartoftheIMPACTprogram,howdidthisdifferfromthepast,andhowwasthiscurriculumadministered,especiallywithregardtosupportservices,recruitment,andplacement?
RecruitmentandAssessmentofParticipants:Whatsourcesandsystemswereusedtorecruitparticipants(especiallyunder-representedpopulationsandwomenasthesearehistoricallymalefieldsofwork)andassesstheirabilities,skills,andinterestsrelativetootherprograms?
Acceleration:Whatproceduresforassignmentofcreditforpriorexperiencewereimplementedandwhatobstacleswereexperiencedinawardingcreditforpriorexperiencefortheseprogramsofstudy?
Placement:WhatkindsofcareerguidancewereprovidedandthroughwhatmethodsrelativetopasteffortsatGCTCandotherKCTCSinstitutions?
Partnerships:Whatcontributionsdideachofthepartners(employers,workforcesystem,othertrainingprovidersandeducators,philanthropicorganizations,andothersasapplicable)maketotheprogramandwhatfactorscontributedtopartners’involvementorlackofinvolvementintheprogramwithwhatimpact?InstitutionalCapacity:TowhatextenthastheIMPACTprogramincreasedthecapacityofGatewayCommunity&TechnicalCollegetooffernewcourses,programs,and/oraccelerationofstudymechanismsandhasthisresultedinIMPACTprograminfluencedpoliciesandpracticesinotherKCTCScolleges?
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Interviewswereconductedwithprojectstaff,instructors,partnerorganizationstaff,andapurposefulsampleofparticipants(Miles&Huberman,1994).Allprojectstaffandinstructorswereinterviewed.Interviewguidesforinitialinterviewswerebasedupontheaboveimplementationanalysisquestionsasappropriate.Subsequentinformalinterviewsalsofollowedthequestionguideswithadditionalquestionsderivedfromiterativeanalysisofthefirstroundofinterviews,sitevisitdata,anddocumentanalysis(Creswell,2012).Anemployerengagementsurveywasalsoconductedwithindustrypartnersattheendofthegrant(seeAppendixB). Sitevisitsincludedattendingstaffmeetingswithprojectstaffandinterviewappointmentsalongwithparticipantobservationsinclassroomsettings.Fieldsettingsalsoincluded“placesofpublictalk”inwhichparticipatingstudents,instructors,andothermembersofthecollegeenvironmentinteractsuchasbreakroomsandstudentlounges.Thisallowedtheevaluationteamtogainan“emic”perspectiveoftheeducationalenvironmentandledtothedevelopmentoffurtherquestionstoaskinformalinterviews(Creswell,2012). Finally,inanefforttoexploretheinfluenceoftheIMPACTprogramonotherprogramswithinthecollegeandonprogramsofferedbyotherKCTCScolleges,informalinterviewswereconductedwithGatewayCommunity&TechnicalCollegeadministratorsresponsibleforacademicandstudentaffairsingeneral(suchastheChiefAcademicOfficerandChiefStudentAffairsofficer)aswellaskeyinformantsatKCTCSsystemofficeandotherKCTCScollegesthatoffersimilardegreeprograms.Thegoaloftheseinterviewswastounderstandthewaysinwhichtheprojecthasaffectedinstitutionalcapacitybothatthecollegeandsystemlevels.Thisqualitativestudyofthedevelopmentanddeliveryoftheprogramallowedtheevaluationteamtoidentifywaysthattheimplementationofthegrant-fundedtrainingmodelpresentedchallengestotheinstitution,waysthatlocalemployersandworkforcedevelopmentpractitionersunderstoodandinteractedwiththetrainingmodel,andtosolicitfeedbackfromallstakeholders(workforcedevelopment,employers,collegestaff)onpotentialissuesthatmightaffectthesuccessoftheproposedprogram.TheevaluationteamparticipatedinaTAACCCTWebinarinJune,2015toshareourimplementationevaluationdesignanditsimplicationsforimpactanalysis(Jensen,2015).
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Outcome/Impact Analysis Design QuantitativeevaluationfocusedonseveralmainoutcomesestablishedfortheTAACCCTprogram.Amongthesewemeasuredandevaluatedtheimpactoftheprojectstrategiesonprogramcompletion,credentialattainment,placementintoemploymentandemploymentretention,aswellaschangesinearningsforthosewhoretainedemployment.Becausetheprogramprimarilyinvolvesthedeliverysystemofexistingprograms,weperformedanon-randomizedanalysisoftheoutcomes.Theexistenceofpriorprogramsallowedforcomparisontoahistoricalcohort.Thehistoricalcontrolgroupwasdesirablesincestudentsobtainedthesametypeoftraining,fromsimilarinstitutionsandinsimilarlocation,howeverthetreatmentgroupparticipatedincoursesthathadbeenenhancedbytechnologyandalsoreceivedmoretargetedacademicandcareersupport.AconcurrentcomparisongroupwasnotpossibleastheprogramsatGCTCwereallpartofthetreatmentandtherewerenosimilarprogramswithinthesamelabormarketforthetargetedindustriesintheregion.Theprogramofstudyforthetreatmentgroupwasalsoredesignedtofocusongapsintrainingforthetargetedindustries.Researchshowsthatthereisagapbetweenthedemandandsupplyinthelabormarketduenotnecessarilytolackofjobopportunitiesbutratherduetothelackofrequiredskillsinthoseunemployedtofillcertainjobs(ACT,Inc.,2011).TheimpactanalysisdidnotincludeparticipantsenrolledinthenewprogramsinlogisticsorCDLasthosenewprogramshadnohistoricalcomparisoncohort,nordidweincludestudentswhohadnotenrolledincreditbearingcourses.Oneofthemajorissueswithnon-randomizedstudiesisbias.Thisresultseitherfrommeasurementerrorsormisclassification,orsimplybecausetheselectionoftheparticipantsinthetreatmentgroupisnotrandom.Toavoidbiases,thereareestablishedmethodologicalapproachesthroughmatchingandregressionanalysis(Alemayehu,Alvir,Jones,&Wilke,2011).WeovercamebiasamongthetreatmentandcomparisongroupscausedbythedistributionofobservedcovariatesthroughtheuseofPropensityScoreMatching(PSM)analysis.PSMisanincreasinglypopularmethodofcausalinferenceandiseasilyestimatedbylogisticregression.Theparticipantsinthetreatmentandcomparisongroupswerematchedbasedonsuchvariablesasage,sex,Pelleligibility,andenrollmentinrequiredcoursesforthetargetedprogramsofstudy.Oncethepropensityscorewascalculatedthroughlogisticregression,wethenmatchedindividualsinthetreatmentgroupwithindividualsfromthecomparisongroupsthathavethesameprobabilityofparticipation.ThePSMallowedmatchingnotjustatthemeanofthevariables,butalsosupportedabalanceddistributionofobservedcharacteristicsacrossthetreatmentandcontrolgroups.Weusedthenearest-neighbormatchingproceduretoselectthematchingindividualsfromthecomparisongroup. Outcomes/ImpactAnalysisResearchQuestionsTheprogramevaluatorsaddressedresearchquestionsrelatedtotheTAACCCTgrant’srequiredanalysisofoutcomesandprogramimpact.Weaskedquestionssuchas:didtheprogramhaveanimpactonthetotalnumberofparticipants,completionratesandearnedcredentials?Didparticipationintheprogramaffectstudents’decisionstofurthertheirstudiesaftercompletingtheinitialcredential?Didparticipants’employabilityincreaseafterprogramcompletion?Wasthereapositivechangeinearningsduetoparticipationin
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theprogram,andifso,whatwasthesizeofthatchange?Wealsohopedtoaskifparticipationintheprogramhadanyimpactondistancetraveledtofindworkduetotheruralnatureofsomeofthecollegeservicearea,butfoundlittlevariationinstudents’homeaddressoutsidethegreatermetroareaofNorthernKentuckyandthereforeremovedthisquestion. Weevaluatedtheprogram’simpactonthefollowingoutcomes:totalnumberofparticipants,grant-fundedprogramofstudycompletionrate,programofstudyretention,completionofcredithours,totalnumberofstudentsthathaveearnedcredentials,studentsfurtheringtheireducationafterprogramofstudycompletion,employabilityaftercompletion,totalnumberretainedinemploymentafterprogramofstudycompletion,increaseinearningsafterenrollment,andthesizeofthechangeinearnings.Weanticipatedthattheinterventionwouldhaveapositiveimpactonthetotalparticipantsserved,theircompletionrates,andtheiremploymentoutcomes.Thebasisforthisassumptionresidesinthefactthattheprogramtargetseligibleworkers,veteransandunderemployedadultswithanintrusiveadvisingprogramthatemphasizesskillandstrategydevelopment,courseswithopportunitiesforwork-basedlearning,increasedprogramflexibilityandqualityduetoeLearningcomponents,andpurposefullydesignedpathwaysforcredentialsdesiredinidentifiedareasofemployment.Wealsoanticipatedthattheparticipantsintheprogramwouldhavebetterjobopportunities.InKentucky,wageandemploymentdatafromtheDepartmentofLaborareonlyavailablethroughafewselectgovernmentagencies.TheevaluationteamcontractedwiththeKentuckyCenterforWorkforceStatistics(KCEWS)tocompletetheimpactevaluationofchangeinemploymentstatusandchangeinwages.WesentthematchedpairsofparticipantsandcomparisoncohortstudentsdescribedabovetoKCEWS.KCEWSstaffthenmatchedtheseindividualswiththeiremploymentrecordsasavailable.Fortunately,mostoftheindividualsinourdatasetwerefoundinthestateemploymentdatabase.Atablewasconstructedshowingemploymentstatusandquarterlywages(medians)atthebeginningoftheprogramandthreemonthsafterseparation/completion.KCEWSisnotlegallyallowedtoshareindividuallevelworkforcedata.Theseresultsarefoundinsection5. Limitations TheDepartmentofLaboronlyrecognizesemploymentinformationforstudentsemployedwithinonequarterofcompletion.Thuswecannotconsiderstudentsemployedwhilestillenrolledintheirprogramofstudy,whichmayresultinthemisrepresentationoftheimpactontheemploymentoutcomefortheprogram.ThelocationofGatewayCTContheborderbetweenKentuckyandOhiomayhaveleadtomissingoutcomedata.ItislikelythatsomestudentswillfindemploymentinOhioratherthaninnorthernKentucky.WedidnothaveaccessforemploymentdataforstudentswhoenduplivingandworkinginOhio,butbasedonstudentlocationdata,therewereveryfewstudentswhodidnothaveKentuckyaddresses.
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3. Background and Implementation The Policy Environment in Kentucky TheKentuckyCommunityandTechnicalCollegeSystem(KCTCS)offerstechnicaleducationandapathwaytothebaccalaureateaswellascommunityandadultlearningprograms.Thesemultiplemissionssharedbycommunitycollegesacrossthecountryhaveledtothecommunitycollegebeingcalledthe“contradictorycollege”,oftensufferingfromtensionsbetweenits“democratizing“principlesandlabormarketdemands.InKentucky,statewidepolicyinitiativesareattemptingtoclarifytheroleofthecommunitycollege.By2007,inkeepingwiththenationalmoodforamoreeducatedworkforce,KCTCSwasidentifiedbytheCouncilforPost-SecondaryEducationasacentralplayerinthe“DoubletheNumbers”statecampaigntoincreaseeducationalattainment.Thepushforincreasedpost-secondaryattainmentinthestatewasdrivenbytherecognitionthatnotonlydoKentuckyyouthneedtoaspiretopost-secondarycredentialsinhighernumbers,moreKentuckyadultsneedtobeencouragedtoincreasetheirskillstoparticipateinthechanginglabormarket.Kentucky’shighereducationpolicyanalystshavearguedthatasKentucky’spopulationages,moreworkingadultsneedtobebroughtintocollegealongsidetraditionalhighschoolgraduatestoincreasecertificate,associateandbachelordegreesstatewide.Kentucky’spercentageofpost-secondarydegreeholderswasroughly48%in2010withplanstoraiseitto53%by2015.In“StrongerbyDegrees,”theKentuckyCouncilonPostsecondaryEducation(CPE)articulateditsstrategicplanfor2011-15focusingonfourpriorityareas:efficiency/innovation,readiness,research,andstudentsuccess.ThesegoalsaremeasuredbyCPEthroughmetricsrelatedtocollegereadiness,degrees/credentialsconferred,graduationratesandeducationalattainmentwith2015targets.CPEidentifiedthesixteencollegesthatmakeuptheKentuckyCommunityandTechnicalCollegeSystemastheprimaryinstitutionsbywhichtoincreasecollegediploma,traininganddegreeattainmentandbydoingso,increasetheeconomicstabilityandvitalityofthestate.Inadditiontoaddressingeducationalachievementforthecommonwealth,in2013theKentuckylegislatureestablishedtheKentuckyCenterforEducationandWorkforceStatistics(KCEWS).“TheCenterhastheauthoritytoeducationdataandworkforcedatafromtheKentuckyDepartmentofEducation(KDE),theCouncilonPostsecondaryEducation(CPE),theEducationalProfessionalStandardsBoard(EPSB),theKentuckyHigherEducationAssistanceAuthority(KHEAA),andtheKentuckyEducationandWorkforceDevelopmentCabinet...)”(KRS151B.132)TheresultingKentuckyLongitudinalDataSystem(KLDS)isasignificantresourcetopolicymakersandeducationalinstitutionsindevelopingandassessingeducationandtrainingprograms.EPEpartneredwithKCEWStoconducttheimpactevaluationforthisproject.Asamatterofpolicy,KCTCSdefinescertificateprogramsasanorganizedprogramofstudyconsistingofcoursesdesignedtomeetadefinedsetofcompetencies,resultinginamarketableskillandisapplicabletotherequirementsofanassociatedegreeinthesameor
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relatedfield.1.AllKCTCScredentialsincludingthoseearnedthroughonlinecoursesarestackableandbuildtowardanassociatedegree.Statelegislationwaspassedin2012requiringarticulationagreementswithstatebaccalaureateinstitutionsforallassociatesdegreesincludingtheAppliedAssociatesDegrees(AAS)offeredthroughIMPACT.GatewaysignedanarticulationagreementwithBismarckStateCollege(NorthDakota)fortheA.A.S.inEnergyTechnologiestotransfertoanonlineB.A.S.inEnergyManagement.BismarckStateCollegewasaRound2TAACCCTgranteethatimplementedaprojectsimilartoIMPACTtargetingthreeofthesameindustrysectors.Selection of IMPACT Strategies ActiveImplementationproponentsidentifytheexplorationstageasacriticalfirststepinsuccessfulprojectimplementation(Blase&Flixen,2013).Inthecaseofafundedgrant,muchofthisexplorationoccurspriortothegrantawardasaresultofgrantdevelopment;however,identifyingthesourcesofcertainstrategies(orinthiscase,curricularpathways)providesobserversinsightintothelogicmodelusedtorationalizetheprojectandidentifiespotentialstakeholdersandprocessestoinvestigateastheprojectunfolds.InformationabouttheexplorationstageoftheIMPACTprojectdescribedinthissectionissupportedbythegrantapplicationmaterialsandininterviewswithgrantwritersandcommunitypartners.IndevelopingthestrategiesandinterventionsfortheIMPACTgrantproject,thestaffatGCTCworkedcloselywiththeNorthernKentuckyWorkforceInvestmentBoard(NKYWIB).TheyconsultedtheStateTAAOfficetodeterminetheareasofemploymentmostdirectlyimpactedbyforeigntradeanddeterminedthatthemajorityofjoblossescouldbeaddressedthroughrapidretrainingformanufacturingcareers.TheyalsoreviewedtheeducationalhistoriesofTAAeligibleworkersanddeterminedthatwhilesomehadacollegedegree,themajorityhadonlycompletedhighschoolorsomecollege.Thuspost-secondarytrainingwithsupporttoeasethetransitiontocollegewasidentifiedasthemostappropriatelevelofeducation.Furthermore,theGCTCstaffalsocollaboratedwithlocalveteransupportservicestodeterminetheextentoftrainingneedsforveteransanddeterminedthattheNorthernKentuckyregionhasalargenumberofveteransinneedofpost-secondaryeducationastheregionhasalowerrateofbachelor’sdegreecompletionthanthenationalaverage.TheGCTCstaffagainworkedwithNKYWIBandOfficeofEmploymentandTraining(NKYOET)toidentifytheindemandoccupationsintheManufacturing(NAICS31-33),Utilities(NAICS22),Construction(NAICS23)andTransportationandWarehousing(NAICS48-49)economicsectors.TheymatchedthisdemandwithexistingprogramsofstudyatGCTCandidentifiedtheneedforsixnewcredentials;twoofthesewerecredentialsalreadyofferedatGateway,butdefinedasneedingupdating.TheteamconsultedasurveyoflocalmanufacturingcompaniesconductedbytheNorthernKentuckyIndustryPartnership(NKIP)inMarchof2012whichconfirmedthattechnologicaladvancespresentachallengeformanufacturingemployerstofindemployeeswiththeappropriateskillset(NKIP: 1 KCTCS Administrative Policies, Features and Characteristics of Certificate Programs, 4.11.2.1. http://legacy.kctcs.edu/employee/policies/volumeII/volII4-11-2.pdf .
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StrategicManufacturingSkillBusinessPlan,2013).Theyalsoreviewedasurveyoftheenergysectorconductedinspringof2013,whichindicatedthatahighretirementrateintheregionwouldbeadriverofhiringinthatindustry(KentuckyEnergySector:WorkforceinTransition,2013).Finally,thecollegeaskedamajorlogisticsemployer,VerstLogistics,tosponsoraforumofemployersinthespringof2013thatidentifiedtrainingneedsinlogisticscredentials,especiallytheCDLcertification.Analysisoftheseindustry-basedassessmentsaswellasdatafromtheWorkforceInvestmentBoardresultedintherecommendedcredentialsforthegrant.TwooftheseprogramswerenewtoGatewayandoneofthem,thelogisticsdegree,requiredapprovalbytheKCTCSCurriculumReviewCommittee,aprocessthatcananddidtakeoverayear.Areviewoftheliteraturecitedintheoriginalgrantapplicationprovidesevidenceforthestrategiesadoptedbythegranteeforeffectivedeliveryoftheprogramsofstudy:1)Work-basedexperience,2)astructuredpathwaymappingstepstocompletion,3)acceleratedopportunitiesforearningacredentialinlessthanoneyear,and4)creditforpriorlearningwereidentifiedasbestpracticestoincludeintheprojectstrategies.Inaddition,thedesignincludedevidencetosupporttheefficacyofafifthstrategy;onlineandtechnology-enabledlearningthroughhybridcoursesthatcomplementface-to-faceinstructionwitheLearningwork-basedsimulations(e.g.virtualweldingsimulator).ThisevidencefromthefieldnationallywassupportedbylocalGCTCexperienceswithrelatedtraininggrantsthatincludedeLearningenhancementsinhealthrelatedfields.Theprojecthighlightedtheincorporationoforientationforthenon-traditionallearnerstargetedforthegrant.Inaddition,throughprojectmanagement,goalsweresettomaximizejointeffortsbetweenacademicaffairsandstudentaffairs,toincorporatestudentmentorsandutilizeembeddedtechnologicalcomponents(suchasautomatedemailreminders)tosupportstudentprogress.Furthermore,conversationswithGCTCadministratorsrevealedthattherewasaninstitutionalinterestinbreakingdownbarriersbetweenstudentandacademicaffairsinordertoprovideseamlessserviceforstudents.Thepre-existingGatewayVeteransprogramhadastrongreputationforretainingstudentsabovethatofthecollegeatlarge,whichmadeitaclearstartingpointidentifyingbestpracticesforthegrant,especiallythoseproveneffectiveforveterans.TheProjectCoordinatorcontactedtheGatewayVeteransstudentsupportstafftoexploreadoptingtheirrecommendationsforpoliciesandprocessesofintake,retention,andplacement.AdvisorswhowerepreviouslyworkingwithveteranswereincorporatedaspartoftheIMPACTProjectTeam,leveragingtheirexperience.
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Installation Followinginstallationofaprojectmanager,themajorityofprojectactivitieswereinstalledduringthe2013-2014academicyear.Furtherdevelopmentofonlinemodulesforexistingcoursesandnewcoursesandprogramswererolledoutoverthelifeoftheproject. Table3.1InstallationScheduleStrategy#1:Createcareerpathwaysanddevelopnewandenhancedcurriculumandcredentialstofillgapsinthefollowingindustries:Manufacturing,Utilities,Construction,andTransportationandWarehousing
Activity ExpectedEndDate
DateCompleted
HireCareerMappingSpecialist,CDLprogramcoordinator,andadjunctfaculty. Feb-14 11/21/14Develop,update,anddisseminatecareerpathwaymapsforeachidentifiedoccupation,credential,andacademicprogramincollaborationwithemployers,faculty,andadvisors.
Sep-16 8/5/14
Developandoffernewcourses/certificatestofillgapsintargetedindustries. Sep-16 5/15/15Developandimplementsystemforawardingcreditforpriorlearning. Sep-16 7/30/15Strategy#2:Designandenhanceprogramsanddeliverytomeetthelearningandemploymentneedsofworkersandtheworkforceneedsoftargetedindustries.
HireInstructionalDesigner,WorkExperienceCoordinator,andAdjunctFaculty. Dec-13 8/1/14Developandenhancework-basedtrainingopportunities. Sep-16 Meettheworkforceneedsofthetargetedindustries/employersbyaligningcurriculumwithrequiredjobcompetenciesandbyprovidingstudentswithlearningenvironmentsreflectiveofreal-worldindustrystandards.
Sep-16 3/28/14
Providenewandenhanceddeliverymodesthatprovideaccelerated,alternativescheduling,andeLearningoptions. Sep-16 5/15/15Strategy#3:Transformoutreach,completion,andcareersupportservicestopromoteaccessandsuccesstoeligibleparticipants.
HireRetentionandPlacementSpecialist Dec-13 3/28/14Establishacomprehensiveintakeprocessthatensuresa“rightstart”philosophy Sep-16 7/30/14Developandimplementastrategicmarketingandoutreachplantorecruitthetargetpopulation Sep-16 12/12/14Strengthenrelationshipswithbusinessandindustry,economicdevelopment,andcommunitypartners Sep-16 5/16/14Providesupportservicestoincreasecompletionandcareerplacement Sep-16 6/30/14
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TheGrantsOfficeatGatewayinitiallyusedtheIMPACTprogramanditsTAACCCTgrantasalaboratoryforanewprojectmanagementmodel.ThismodelincludesaHumanResourcesManagementPlantochangetheprevioustimeframeofgrantimplementation,frontloadingmanyofthetasksthattheyhistoricallydidattheendoftheprocess,toassurethatthegrantactivitiesfollowedtheproposedtimelineandthatpersonnelcostswereaccurate.Grantteammeetingsbecameatimenotonlytogiveupdatesandanswerquestions,butalsotoprovideinputfortheplananddiscussissuesandnewideasfortheproject,toencouragecollaboration.Individualswereassignedtoteams,andeachteamhadafunctionalmanagerwhooversawthegrantactivitiesintheirarea,includingcreatingasustainabilityplan,whichmayhavehelpedwithcontinuitywhenthecollegeandtheprojectfacedleadershipchanges.StaffingfollowedtheprojectSOWwithalmostallpositionsfilledwithinthefirsttwosemesters.Thepart-timeCDLProgramCoordinatorpositionwasdifficulttofill,leadingtothedivisionchairtakingonthedutiesintheinterimuntilanewprogramcoordinatorwashired.Similarly,oneoftheweldinginstructorsretiredduringthefirstyearofthegrantandfindingareplacementwasdifficult.ThisdifficultyinhiringinstructionalstaffintechnicaleducationisanobstaclenotrestrictedtoGateway.GCTCfacultydescribedthisdifficultyasanationalissue.ChangestotheinitialgrantdescriptionincludedcombiningtheCareerMappingSpecialistpositionwithRetentionandPlacementSpecialistposition.Duringimplementation,therewasareassessmentofresponsibilitiestoleveragepositionsthatwereinplaceandaddnewpositionsasappropriate.Byusing.5effortfortwoexperiencedcounselorsinveteran’saffairsinsteadofonefulltimeposition,thetwoveterancounselorscouldadvisestudentsonIMPACTprogramsaswellasalltheotherprogramsavailableatGCTC.Afulltimerecruitment,retention,andplacementcounselorcompletedthestudentservicesstafffortheprogramtoworkwithstudentsfromintakethroughprogramcompletionandjobplacement.Priortothehiring,astaffmemberfromtheKentuckyCareerCentercametocampusonceaweektoassistIMPACTstudentswithjobplacement.Inthefallof2015,GCTC’sPresident,EdHughes,resignedandtheIMPACTprojectmanagerleftforanotherposition.ThecollegehadtwointerimpresidentsduringthefollowingyearuntilDr.FernandoFigueroawashiredinthesummerof2016.Thedataanalyst,RebeccaJohnson,assumedprojectmanagement.Otherstaffwithdirectcontacttostudents,however,remainedthesamethroughoutthegrantperiod.Attheconclusionofthegrant,allbutthreepositionsfundedbythegrantwereeliminated.Theseincludethedataanalystwhowillcontinueonanothergrant,theInstructionalDesigner,alsocontinuingonanothergrant;theCDLProgramCoordinator,andtheadvisorresponsibleforadvisingVeterans.Theeliminationsofthesepositionsmayputthecontinuingstrengthofcareercounselingdemonstratedbytheproject,especiallytheplacementofstudentsinco-opsandotherwork-basedexperiencesatrisk.GCTCinfrastructureforsustainingpartnershipswithindustryleadersandhumanresourceprofessionalsassociatedwithlocalemployersandsocialindustriesextendsbeyondthegrantactivities,however,isstrong,butwillrequirevigilance.
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Figure3.1:IMPACTOrganizationalChart(July2015)
Key
PresidentHughes
VPGoodmanKnowledgeMgt
DougPenixDirectorofeLearning
KarenBiegerInstructionalDesigner
JeremyBerberichDirectorof
KnowledgeMgt
RebeccaJohnsonDataAnalyst
VPWashington
MallisGraves
VP/ProvostStallmeyer
AssociateProvost
Shaughnessy
JohnCarrollAO
Coordinator
AndreWashingtonDeanofEnrollment
Services
RobinWrightRegistrar
AnnSchultzDirectorofAdvising Teresa
MehlerAdvisorBoone
VPTaylorProject
Administrator
TaraSorrellNon-VeteransCareerMapping,Retention,andPlacementSpecialist
ChrisCourtneyVeteransRetentionPlacementStrategist
DanielRidleyVeteransCareerMappingSpecialist
VPKroegerResource
Development
AmberDeckerDirector
ofGrants
YvonneMeichtryProjectManager
MargaretThomsonDirectorofPublicRelations
PRStaffas
needed
VPBakerBusinessAffairs
JamesYoungerDirectorofBudgetandAccounting
BusinessOfficeStaffas
needed
PyllisYeagerHRDirector
HRStaffasneeded
DeeWrightDivisionChair Faculty
DavidEmeryCoord.of
WorkExperience
SamCollierDivisionChair
CDLCoord.
LisaMohr
KarenMannAdvisorBoone
Functional Manager
Project Team Member
Project Team Member
supplemental pay supported by
grant
Project Team Member salary
supported by grant
Project Manager
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Installation of Strategy #1: Creating Career Pathways & Curriculum Programstaffidentifiedstackedandlatticedcareerpathways,alongwithassociatedindustrycertifications.Programsofstudywereseparatedintofivecareerpathways(EnergyUtilityandTele-Communications,HVAC,Logistics,ComputerizedManufacturingandMachining,andAdvancedManufacturing).Careerpathwaymapsshowtheprogressionfromcertificatetobachelorsandassociatedjobtitlesandsalaryrangesforeach(seeAppendixA).ProjectstaffcollaboratedwithTechnicalAdvisoryCommitteemembers(localemployers)oneachmaptoassureaccuracy,andaplanisinplacetorevisitwithemployersonceayearforpossiblerevisions.Thesemapsareusedbyprojectfacultyandstaff,andalsodistributeddirectlytocurrentandpotentialstudents,forrecruitmentandstudentsupport(Strategy3).Forexample,employersrespondedtotheAdvancedManufacturingcareermapbysayingthatitwasaccurateinitsreflectionofthefieldandsubsequentlyreviewedLogistics,HVAC,andCMMpathwaysandofferedadviceforimprovements.TheLogisticsFocusGroupmettodetermineindustrychallengesandneeds,ultimatelydevelopingthecareerpathwayandthecurriculumthatwaslatersubmittedtotheKCTCSforapproval.TheEnergyandTele-CommunicationsConsortiumalsomet.Meetingswithemployershaveallowedgrantstafftoidentifyskillgapsinthetargetedareas.Two-yearschedulesforeachprogramofstudyweredevelopedtohelpinadvisingstudents.Theschedulesshowthesequenceofcoursesthatastudentmusttaketofinishtheassociatesontimeasafull-timestudent,aswellaswhatsemestereachcourseisoffered.Four-yearschedulesforpart-timestudentswerealsodiscussed.Grantstaffidentifiedsevenacceleratedcareerpathwaysthatcouldbecompletedinless-than-onetotwosemestersplustheCDLcertificationprogram.GatewayhadpreviouslydevelopedfiveacceleratedManufacturingandTradeTechnologyprogramsthroughanAcceleratedOpportunitiesgrantfundedbyJobsFortheFuture,butthesecourseswerelimitedtotheadulteducationbenchmarksoftheAOgrant.OtheracceleratedstackablecertificatesundertheumbrellaoftheFundamentalofAdvancedManufacturingweredevelopedinpartnershipwithaRaisetheFloorgrantfundedbytheMacArthurFoundation.ThustheIMPACTstaffleveragedexistinggrantactivitiestoincreaseopportunitiesforGatewaystudentstoearncredentialsquicklyinhighdemandcareerareas.ThreenewstackableFundamentalsofAdvancedManufacturingcredentialswerealsocreated.Onecourse,MFG102,wasbeingofferedbyWorkforceSolutionsbutwastranslatedintotheregularclassschedulelaterin2015.AKeyTrainCurriculumwasdevelopedtoallowparticipantstoearnNCRC,andWorkKeysemploymentassessmentsbecameavailableintheassessmentcenter.
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Table3.2:StackedandLatticedCareerPathways
ProgramofStudy Credential IndustryCertification Career/Occupation
ComputerizedManufacturingandMachining
AAS,Diploma,Certificates
NOCTIPrecisionMachining
MachineMaintenanceSpecialist,Machinists&MachineToolOperator,Computer-ControlledMachineToolOperator
ElectricalTechnologyAAS,Diploma,Certificates
-BICSI–ITSInstallerI,Installer2,Copper,Installer2,OpticalFiber-KYStandardJourneymanElectrician-OSHA10and30
IndustrialElectricians,Electricians,ElectricalPowerLineInstallersandRepairers,ElectricalInstallersandRepairers
EnergyTechnologies AAS,Certificates
-BPIBuildingAnalyst-BPIBuildingEnvelope-FOA–-FiberOutsidePlantTechnician-FibertotheHome,Premise,Curb-OSHA10and30
EnergyAuditor,Solar/PVInstaller,TelecommunicationsLineInstallers&Repairers,ElectricalPowerLineInstallers&Repairers
HVACAAS,Certificate
-KYHVACJourneymanMechanicLicense-EPA608RefrigerationLicense
HVACMechanicsandInstallers
IndustrialMaintenance
AAS,Certificates
AMTEC(EffectiveFall2014)
Installation,Maintenance,andRepair,IndustrialEngineeringTechnician,IndustrialMachineryMechanics
ManufacturingEngineeringTechnology
AAS,Certificates
-MSSCCertifiedProductionTechnician-NOCTIManufacturingLevel1-EnhancedOperator(new)
EngineeringTechnicianAutomatedProcessTechnician,ProductionTechnician,QualityControlTechnician
WeldingTechnologyAAS,Diploma,Certificates
AWS–EntryLevelWorkerWelders,Cutters,WelderFitters,Welding,Soldering,BrazingMachineSetters
SupplyChainManagement(NEW)
AAS,Certificate
-MSSCCertifiedLogisticsAssociate(new)-MSSCCertifiedLogisticsTechnician(new)-CertifiedProductionTechnician(new)
LogisticsManager,LogisticsAnalyst,LogisticsSpecialist,FrontEndLogistics
CommercialDriver’sLicense(NEW) Certificate CDL(canbestackedonanyof
theaboveprograms)(new)
GroundTransportation,BusandTruckDriver,CommercialVehicleOperator,MobileCraneOperator
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TheLogisticsConsortium,agroupofemployersandeducationalinstitutionsguidedbyGCTCWorkforceSolutions,collaboratedtoidentifylogisticsasahighneedarea.TheypilotedanewSupplyChainSpecialistofferedthroughWorkforceSolutionsandrecommendedanewcourse,LOM210LeanforLogistics.Withgrantsupport,GCTCdevelopedthreenewcredentialsin2015-CertifiedLogisticsTechnician(CLT),CertifiedLogisticsAssociate(CLA),andCertifiedProductionTechnician(CPT)–thatwerepreviouslyofferedasemployercontracttrainingthroughtheKentuckyCareerCenter.Eventually,thisledtothedevelopmentofanAASinSupplyChainManagement.ThisAASdegreeiscurrentlyonlyofferedatoneothercollegesinKCTCS-WesternKentuckyCommunity&TechnicalCollege-butnotwiththisfocusoption,duetodifferencesinlocalindustry;MaysvilleCommunity&TechnicalCollegeofferscertificatesbutnotthedegreeFigure3.2:MarketingMaterialsfornewLogisticsPathway
Logistics is one of the fastest growing industries in the Northern Kentucky/Greater Cincinnati area—providing over 70,000 jobs annually. It is an interconnected and high-tech supply chain with multi-dimensional opportunities for high paying, lifetime careers.
One Program, Many Careers
The program consists of multiple credentials leading to an Associate’s Degree in Supply Chain Management that will prepare students to enter the field in positions such as:
Logistics Associate Material Coordinator Traffic Coordinator Inventory Control Specialist Coordinator/Analyst Lean Logistics Specialist
The Supply Chain Management program provides you with high-demand knowledge in digital literacy, supply chain and lean concepts, communication skills, creative problem-solving techniques, planning and operations management.
The program begins with LOM100 on August 17, 2015. Class will meet at the Urban Metro Campus on Wednesdays, 6 – 8:45 p.m. through October 4, 2015.
To register, contact Mike Koch at [email protected] or 859-442-1196
Supply Chain Management
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Finally,inthelastsemestersofthegrant,GCTCwelcomeditsfirststudentsintotheEnhancedOperatorProgram.Asixteen-weekprogramthathighlightscompetencybasedlearningthroughself-pacedmodulesusing“open-source”resourcesdrawnfromindustrypartners.ThiscertificateincludesfourteenhoursofcollegecreditandisstackabletowardtheAASinManufacturingEngineeringTechnology.BecausethisnewestprogramwasaresultofcollaborativedevelopmentwiththeAdvancedManufacturingWorkforceDevelopmentCoalition,allgraduatingparticipantsreceiveemploymentinterviewswithemployerpartners.Grantareaprogramsweresurveyedforassociatedindustrycertifications.Alongwithidentifyingstackedandlatticedcareerpathways,theprogramisalsoabletoindicatewhichindustrycertificationsareinvolvedwitheachpathway,includingMSSCCLAandCLTinLogistics,MSCCCPTinManufacturing,aswellasFibertotheHomeandBuildingEnvelopeinEnergyTechnology.TheassessmentcenteratthecollegestartedtoofferWorkKeystests,whichemployeesusetohirenewemployees.ACTjobprofileswerealsoconductedtodeterminecompetenciesinthefields. Table3.3:TranslatingNon-CreditCertificationsintoCredentials
WorkforceSolutionCertificationFor-CreditCourse
DegreeProgram
MSSCCertifiedProductionTechnician MFG102 ManufacturingTechnologyMSCCCertifiedLogisticsAssociate LOM100 LogisticsMSCCCertifiedLogisticsTechnician LOM102 LogisticsFibertotheHome(FOA) EGY120 EnergyTechnologyBuildingPerformanceInstituteBuildingAnalystI(BA1) EGY240 EnergyTechnology
NOCTIPrecisionMachining CMMNOCTIManufacturingLevel1 ManufacturingTechnologyITSInstallerI ElectricalTechnologyInstaller2(Copper) ElectricalTechnologyInstaller2(OpticalFiber) ElectricalTechnologyKYStandardJourneymanElectrician ElectricalTechnologyCommercialDriver’sLicense(CDL) N/A N/A(WorkforceSolutions)TheabovechartidentifiesthewaysinwhichWorkforceSolutioncertificationsmentionedabovehavebeenorareintheprocessingofbeingtranslatedintocreditbearingprograms. AnotherareaofkeeninteresttolocalpartnerswasthatofCDLtraining.TherewerenoCDLtrainingprogramsintheNorthernKentuckyregionattheonsetofthegrant.ThecollegeinitiallypartneredwithLakeCumberlandCDLTrainingSchooltoofferCDLtraining,
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whichprovidedthetrucksandinstructors.SimilartootherKCTCScolleges,theCDLcoursewasadvertisedthroughWorkforceSolutions;however,itsacademichomewasinAutomotiveTechnologyinthehopesofbeingdevelopedandapprovedinthefutureasacreditbearingcoursewhichwouldallowveteranstouseGIBillbenefitstopayforthecourse.Thecollegebroughtthistrainingprogramin-houseintheFallof2016includingtrucks,drivinginstructors,andpracticeareaaspartoftheirnewTransportationTechnologyCenter.Priortothegrant,Gatewayofferedcreditforpriorlearningifstudentspassedagiventest,heldanindustrylicensure,orcompletedapriorlearningassessmentportfolio.ForProjectIMPACT,theexistingstudentportfoliomodelwasreviewed,andnewbestpracticeideaswereexploredinordertodevelopanenhancedsystemofimplementingPriorLearningAssessments.Independently,theSystemsOfficedistributedaPriorLearningHandbooktothecolleges,alongwithalistofComputerInformationTechnologyequivalenciesinAprilof2014,whichwerethenalsoconsideredforinclusioninIMPACT’sPLApolicy.Alsotobeincludedwerepreexistingmemorandumswithagreement(MOAs)thatafewIMPACTprogramareashadestablishedwithlocalemployersforawardingpriorlearningcreditforworkexperience.ThecurrentPLAhandbookwaspostedtothecollegewebsite,alongwithalistofacceptablelicensuresandtests. Installation of Strategy #2: Program Enhancements ComputerizedManufacturingandMachiningequipmentwasinstalledduringYearOneforuseinninecoursesandtheVirtualSimulatorforfourweldingclassesarrivedattheendoftheyear.EquipmentincludesfourProtoTRAKCNCs,aLathe,aretrofitandaccessoriesforCMM,andtwoMotomanMH5LFRobotCustomSystemsforElectricalTechnology.Tabletsfortheelectricalandenergyprograms,a3-Dprinter,andscannerswerealsoorderedandinstalled.Grantstaffidentifiedcoursesthatwerealreadyofferedwhollyorpartiallyonlineinthetargetprogramareas,aswellascoursesthatcouldbedevelopedintoeither100%online,hybridcourses,oronlinemodules.Inordertomeettheirgoalofdeveloping5eLearningcurriculaperyear,thenewlyhiredInstructionalDesignerworkedwithfacultytodeveloptheonlinecurriculumformatfortheircontentarea.Thefacultyagreethatahybridapproachisbestforthesekindsofcourseswiththeexceptionofenhancedmanufacturingwhichwaswellreceivedasa100%onlineclasswithexcellentflexibilityforthestudents.Thecoursedeveloperworkedwithtwofacultymemberswhowerealreadyinprocesswhenshewashiredandfoundthattheinstructorswouldbenefitfromagroupapproachtodevelopingnewonlinelearningenvironments.Theybeganofferinga“bootcamp”duringthesummer(wheninstructorstypicallyhavealowerteachingload)calledtheeLearningDesignandDevelopmentInstitute(eDDI).Duringintensivesessions,instructorsdevelopedthecontentfortheircoursesandlearnaboutonlinepedagogyandbestpractices.Attheendofeachbootcamp,theinstructorshandoffallthecoursematerialstothecoursedesignersandthentheeLearningteamdevelopsthecourseinBlackboardin
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suchaswaytomeettheKCTCSQualityMattersrubric.Thisprocessfollowsadesigntemplatedevelopedforapreviousgrantthatprovidescontinuityacrosscoursesaseachcourselooksthesameasthenextoneandiseasyforthestudentstofollow.WiththeeDDImodel,coursedevelopmenttook6-7monthsratherthanoverayear.Table3.4:CoursesDevelopedforeLearningCourseName Delivery CreditsISX101(IncludesPersonalProtectionEquipmentsafetymodule) 100% 3Credits
BRX110 100% 2credits
BRX210 100% 2credits
ACR13 100% 3Credits
ACR250 100% 3credits
ACR270 100% 3Credits
QMS101 100% 3Credits
EGY120(2modulesinfiberoptics) Hybrid 4credits
EGY220 Hybrid 4credits
IMT289-capstone 100% 1credit
EET127capstonecourseF2F
0-3
credits
MFG102 100% 6credits
CreatingaResume 100% n/a
CertifiedLogisticsTechnician(CLT) 100% 3Credits
CertifiedLogisticsAssociate(CLA 100% 3Credits
*ImpactInstructionalDesignercompletedbothQualityMattersandCertifiedTechnical
Trainercertifications.
TheinstructionaldesignernotedthatthegroupenvironmentoftheeDDIBootCampallowedtheinstructorstolearnfromeachotherandtorecognize“whattheydon’tknow”.Thiswasanimprovementoverindividualizedconsultations.Inaskingquestionsandhearingwhatothersthink,theparticipantstriedoutideasandsharedteachingexperiences.AlthoughtheparticipantsdidnothavealotofknowledgeabouteLearningtoshare,thegroupsessionsprovidedinformationtothedesignersanddevelopersrunningtheinstitutetounderstandwhattheinstructorsneedtolearn.Itwaspointedoutthatsomeoftheinstructorshavenevertakenacourseonlineandthegroupallowedthemtogetacrashcourseinwhatanonlineenvironmentcanbelike.Thefifthmoduleonresumedevelopmentdevelopedin2014wasaresultoflessonslearnedthroughthedevelopmentoftheelectricalcontrolscourse,whichleadstotheCertificatedElectricalManagercertificate.InthisclassSchneiderElectricsentprofessionalstotalktothestudents.Inaddition,theCareerPathwaysadvisor,TaraSorrell,alsovisitedtheclasstoprovideinformationondevelopingaresumeandjobhuntingmaterials.Thestudentswererequiredtoapplywhatthey’velearnedfromtheseclassvisits.Intheprocess,theinstructorsnoted,“It’dbeniceifwehadsomekindofvideothatexplainstothemhowtogettheirresumetogether.”Theinstructionaldesignerworked
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withthecareerpathwaysadvisortodevelopanonlinemodulethateffectivelycapturesthePowerPointslidesusedintheresumeworkshopsessionsinclass.ThismoduleisnowavailableontheIMPACTwebsitetobeusedinanyIMPACTorGatewaycourseasneeded.ItisanintegratedpartoftheCEMcertificate,butcanbeaddedtoanyprogramofstudy.AnotherinnovativeideathatcameoutofcollaborationbetweendesignersandinstructorswasthedevelopmentofaresourceforstudentsonLibrarySciencesandTechnologyskillscalledEarlyAccessSkillsforYou(EASY).Aspartofanothergrant(HPOG),GatewaystaffrecognizedthatstudentswerestrugglingwiththeirCITcourse(requiredforalmostalldegreeprogramsinKCTCS).Theylackedbasicskillsinaccessinginformationandusingtechnology.SotheteamdevelopedEASYasasetofresourcesimbeddedintheBlackboardshelloftheircoursethathasonlinetutorialsandinteractivelecturesaboutLISandTechnologyskills(Word,PowerPoint,operatingsystems).Similartothe“StartHere”ModulethatallthecourseshaveaspartoftheeLearningdesigntemplate,eventuallytheEASYresourcewillbeinalltheirclasses.Installation of Strategy #3: Outreach, Completion & Career SupportThegrantstaffdevelopedastrategicmarketingandoutreachplanwithassistancefromGatewayPR.Staffdevelopedprogrammaterialstobepassedouttostudentsinclasseswithinthetargetedprograms.Initially,amarketingplanwasdevelopedspecificallyforveteranstudents,butthiswasthenusedasatemplateforotherIMPACTpopulations.Theprogramstaffalsopublishedrackcardsandbusinesscardstohandout.TheIMPACTwebsiteincludeslinkstoindividualprogramwebsitesandcontainscontactinformationforstudentsupportstaff.RecruitmentwasadifficultsellforIMPACTstaffduetonegativeperceptionsinthecommunityaboutmanufacturingjobs.PlannedoutreacheffortstostudentsincludedemailingundecidedstudentsabouttheIMPACTgrant,distributingflyerstolocalareastopromotemanufacturingjobs,informationalmeetings,anddistributingcareerpathwaystopotentialstudents.Inaddition,studentswhohadappliedtoGatewaybuthadnotyetregisteredwerecontactedforassistance.ProjectstaffmetwithFlorenceandCovingtonTAACoordinatorstodiscusscollaborationandtheprocessforreferringTAA-eligibleworkers.Anothersourceofstudentswerethosealreadyoncampus,butperhapsnotknowledgeableabouttheIMPACTpathways.StudentsupportstaffvisitedclassesduringthefirstfewweeksoffallclassestodiscusstheIMPACTgrantwithpotentialstudents.Directengagementwithemployers(discussedinthefollowingsection)wasalsoagoodrecruitingpractice.MethodsoftrackinghownewparticipantsandcurrentstudentsheardaboutIMPACTandcareerprogramswereputinplace.Theintakeprocesswasdeterminedtobethefirststepofone-on-onesupportforIMPACTstudents.ByMay2014,astandardintakeformforthegrantandtrackingproceduresforparticipantshadbeendevelopedandrevisedforclarity.AsstudentscompletetheformtheywereaddedtotheIMPACTstudentdatabasethattrackedwhatservicestheyreceivedthroughthegrant.Theintakeformalsocollected
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contactanddemographicinformation,veterananddisabilitystatus,currentemploymentandincomedata,andprograminterest.ProgramstudentsupportactivitiesincludedanemphasisonpersonalcontactaboveandbeyondthattypicallyprovidedbyGCTCadvisors.Aspartofrecruitment,inquirieswerefolloweduptoassistwithenrollment.Onceenrolled,studentsreceivedadvisingonpathwaysandnextstepstoimprovecontinuousenrollmenttocompletion.Careerplanning,includingresumedevelopmentandpracticeinterviewswerealsoprovided.Pathwaysmapsdemonstratedwhatjobsandsalariescorrespondedwitheachcredential.Grantparticipantsalsoreceivedhelpwithfindingwork-basedlearningopportunities.Toassistwithadvising,two-yearprogramschedulesindicatingthesequenceofcoursesforstudentswereproducedinadditiontothecareerpathwaymaps.IMPACTparticipantsweretrackedthroughtheadvisingprogramStarfish,whichcontainsinformationabouttheirregistration,courses,andcredentials,andallowsstudentstobeflaggedforpossibleretentionissues.BecausethestudentmanagementsystemPeopleSoftandStarfisharebothusedbythecollegeatlarge,studentsweregivenspecialIMPACTidentifierswithineachsystemthatprojectfacultyandstaffcoulduse.Projectstaffalsocreatedaspreadsheetreferenceofthenon-veteranparticipantswiththeirstudentID,informationontheirprogramofstudy,credentialsthattheymaybeeligibleforthatsemester,andwhetherornottheyenrolledforthenextsemester.Duetothepossiblevariationsintreatmentforeachparticipant–i.e.,receivingsupportservices,enrollingineLearningcoursesorcoursewithnewequipment,and/orparticipatinginwork-basedlearning–thegrantstaffalsokeptarecordofwhichparticipantshavereceivedwhichtreatments.TheIMPACTprojectfollowedGCTCproceduresforstudentassessment.IncomingstudentswhoseACTscoresfellbelowstatestandardsforcollegereadinesswereaskedtocompleteadditionalassessments(firstCOMPASSandlaterKYOTE)toplacethemindevelopmentaleducationcourses.StudentswithoutACTorotherstandardizedtestscores,wererequiredtocompletecollegeassessments(firstCOMPASSandlaterKYOTE)aspartofGCTCadmission.GCTCfollowsanaccelerateddevelopmentaleducationcurriculumwithco-requisitecourses.ThedevelopmentaleducationcurriculumhadbeencompletelyredesignedincludingactivelearningpedagogyatthetimeofIMPACTimplementationwithfundingfromaFirstintheWorldgrantfromtheDepartmentofEducation.Studentpursuingnon-creditbearingcertificateprogramsthroughWorkforceSolutionswerenotrequiredtocompletecollegereadinessassessments.TheIMPACTprogramimplementedanambitiousarrayofactivitiestosupportawideselectionofcredentials.Thenumberofstudentsinanyoneprogramofstudywaslow,buttheoveralllevelofservicewashighwithnewprogramsexperiencingstrongenrollmentduetotheintegrationofindustrypartnerfeedbackandparticipationinrecruitment.Thisdistinctivefeatureoftheprojecttoengagelocalemployersinthepathwaydevelopmentprocessimprovedindustry-basedrevisionstocoursesandprograms.Work-basedlearningopportunitiesbothintheclassroomthroughenhancedclassroomresourcesandco-opopportunitiesaddedtothestudents’experience.
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4. Outcome Analysis Descriptive Statistics of Student Participants Thedemographicsbelowdescribethetotalparticipantsthatthegrantservedasfarasinformationwasknownforthem.Certaininformationcouldbetakenfromastudent’sapplicationtoKCTCS,whileothersweredependentuponself-reportingthroughtheIMPACTintakeform.Enrollmentandcourseperformancedataforeachstudentwereverifiedbytheevaluationteamthroughananalysisofeachstudent’stranscriptpulleddirectlyfromthecollegeenrollmentsystem.
Age:Theaverageself-reportedageofstudentsintheprogramis33yearsold.Thenumberofnon-traditionalstudents(definedas25yearsorolder)is269outof379participants(71%).Gender:341of379participantsareself-reportedasmale.Ten(10)ofthefemaleparticipantsareintheCPTprogram,whichisthecertificateoffocusoftheRaisetheFloorprogramthatrecruitswomenintotechnicalfields.Race&Ethnicity:Themajorityoftheparticipantsself-reportedaswhite/Caucasian(317of379);50studentsself-reportedasBlackorAfricanAmerican,two(2)reportedasAsian,one(1)reportedasAmericanIndianorAlaskanNative,andnine(9)didnotself-identify.Seven(7)studentsself-reportedasbeingofLatinoorHispanicheritage.Gateway’scollege-widedemographicsforraceandethnicityareapproximately83%white/Caucasian(compareIMPACT83.6%)and12.5%BlackorAfricanAmerican(compareIMPACT13.2%).Otherminoritiesareunder-representedintheprogram.EligibilityforFederalfunding/programs:Onehundredandtwo(102)participantswereeligibleforPellgrantfundinginFall2016,andeighteen(18)wereTAAeligible.OfthosestudentswithVeteranstatus,sixty-eight(68)wereidentifiedaseligibleVeterans,one(1)eligiblewithlessthan180daysservices,andone(1)asanotherVA-eligibleperson.CollegeReadiness:Accordingtodataonstudents’ACTandCOMPASSplacementtestresults,79studentstestedintoremedialEnglish,60intoremedialreading,and94studentstestedintoremedialmath.115participantshavetakenatleastonedevelopmentalcourseovertheirentireenrollmenttimeatKCTCS.151studentsdidnothavereadingorwritingCOMPASSorACTscores,and153studentsdidnothavemathCOMPASStestrecordsorACTscoreswhichmaybeexplainedbytransfercreditorotherevidenceofcollegereadiness.CoursesintheIMPACTprogramdonothaveaplanfordifferentiatedinstructionasstudentswhoarenotcollegeready(determinedbyACTorCOMPASSscoresunder
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KCTCSpolicy);however,theIMPACTprogramparticipantswhoarenotcertifiedascollegereadyareexpectedtocompletedevelopmentaleducationcourseworkinadditiontoPOScoursesfollowingstateguidelinesforcollegereadiness.EnrollmentandEmploymentStatus:EnrollmentdatacouldbemonitoredthroughthestudentinformationsystemofKCTCS,PeopleSoft,butemploymentdatahadtobeself-reportedbyparticipants.Ofthe95studentsthatwereenrolledforclassesinthefinalsemesterwithaknowncourseload,70wereenrolledfull-time(atleast12credithourspersemester)and25wereenrolledpart-time.Overall,270ofthe379totalparticipantswereidentifiedasfull-timestudents,and264ofallparticipantswereincumbentworkers.
Enrollment in IMPACT Programs of Study and New Courses Inall,theIMPACTprogramhad379totalparticipants,251ofwhichwerenewstudents(non-incumbenttoGateway).Theprogramproduced125exitersand175completers.Completersaredefinedasthosewhohavebothgraduatedandexitedtheprogram,whiletheexiterswithdrewfromtheprogramwithoutcompletingacredential.ThedifferencesinthenumbersbetweenthosereportedbythegranttotheDepartmentofLaborandinProjectTeammeetings,andthosecalculatedbytheevaluationteamarelikelyaresultofeachcapturingtheever-updatingdataatdifferentpointsintime.Inthefinalimpactanalysis,weusedreconcileddatabasedonrawtranscriptdataforbothparticipantsandthehistoricalcomparisoncohortdrawndirectlyfromthecollegeenrollmentdata.Thisreconciliationassuresthequalityofdatausedintheanalysis.ThenumberoftotalparticipantsineachPOSfollowsbelow.Studentsareabletoearncredentialsinmultipleareaseveniftheyarenotlistedastheirprimaryprogramofstudy.Table4.1:EnrollmentbyProgramofStudyandCredential
ProgramofStudy(POS) Credential TotalParticipants
ComputerizedManufacturingandMachining AAS,Diploma,Certificates 18
AAS/MachineToolTech 8 CNCMachinist 4 Machinist 1 MachineToolOperator 1 NoSubPlanListed 4CommercialDriver’sLicense Certificate 114ElectricalTechnology AAS,Diploma,Certificates 36 AASElectricalTech 12 ConstructionElectrician 2
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IndustrialElectrician 2 NoSubPlanListed 20EnergyTechnologies AAS,Certificates 15HVAC AAS,Certificate 26 AASHVAC 16 HVACMechanic 1 DomesticAC&Furnace 1 NoSubPlanListed 8IndustrialMaintenance AAS,Certificates 36 MechanicLevel2 1 NoSubPlanListed 35Logistics AAS,Certificate 7 SupplyChainManagement 1 CLA/CLT 6ManufacturingTechnology AAS,Certificates 87 AASManufacturingTech 1 ComputerAidedDrafting 1 CPT 17 QualityControl 1 NoSubPlanListed 67Fund.ofAdv.Manuf.&Machining 2
WeldingTechnology AAS,Diploma,Certificates 37 AASWeldingTechnology 9 CNCMachinist 1 CombinationWelder 13 ARCWelder 1 NoSubPlanListed 13
Inall,138programparticipantstookcoursesthatwerenewlydevelopedthroughtheIMPACTgrant,24tookcoursesthatwereupdatedusinggrantfunding,and104tookcoursesthatwereprovidedwithnewequipmentthroughgrantfunds.Ninety-four(94)participantstookatleastoneneweLearningcourseaspartoftheirprogram.Ninety-six(96)tookcoursesthatwerepartoftheacceleratedcredentialscurriculum.866non-programparticipantsalsotookatleastoneofthesecoursesthatwereimprovedthroughtheIMPACTgrant.
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Completion of Academic Credentials (Associates, Diplomas, & Certificates) Datafromthecollegestudentmanagementdatabaseshowsthat138participantscompleted510for-creditcredentialsinthefollowingareasduringtheimplementationoftheIMPACTprogram:AssociateinAppliedScience(49)ElectricalTechnology(9)EnergyTechnology(4)IndustrialMaintenanceTechnology(4)ManufacturingEngineeringTechnology(15)HVAC(1)SupplyChainManagement(1)Welding(3)GeneralOccupationalandTechnicalStudies(GOTS)(12)Diploma(22)CombinationWelder(8)ElectricalTechnology(13)Heating,Ventilation,andAirConditioningMechanic(1)Certificates(439)ARCWelder(9)DomesticAirConditioner&FurnaceInstaller(5)ElectricalMotorControlLevel1(7)ElectricalMotorControlLevel2(4)ElectricianTraineeLevel1(65)ElectricianTraineeLevel2(11)EnergyEfficiencyandAnalysis(5)EnergyEfficiencyElectricalControlsTechnician(1)EnergyTechnologiesCertificate(3)EnergyUtilityTechnician(3)EnvironmentalControlSystemServicer(5)EnvironmentalSystemRepairHelper(11)ExploratoryMachining(44)FundamentalsofAdv.Manufacturing&Machining(1)FundamentalsofAdv.Manufacturing&Mechatronics(4)FundamentalsofAdv.Manufacturing&QualityControl(1)FundamentalsofMechatronics(27)IndustrialMaintenanceElectricalMechanic(37)IndustrialMaintenanceMechanicLevel1(37)IndustrialMaintenanceMechanicLevel2(13)IndustrialMaintenanceMachinistsMechanic(16)IndustrialMaintenanceTechnician(1)IntegratedManufacturingTechnology(24)LogisticsOperations(1)MachineToolOperator1(8)
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MachineToolOperator2(4)ManufacturingProcessesandProduction(10)OperationsManagement(17)OutsidePlantTechnician(4)Plumber'sHelper(4)Plumber’sInstaller(1)ProductionLineWelder(9)QualityControl(2)ResidentialElectricityLevel1(14)ResidentialElectricityLevel2(11)Solar/PhotovoltaicTechnologies(4)SupplyChainSpecialist(1)TackWelder(11)VoiceandDataWiringInstallerLevel1(3)VoiceandDataWiringInstallerLevel2(1) CompletionofIndustryCertifications102studentspassedindustrycertificationexamsandreceived87CDL,6CLA,9CPT,and3CLTnot-for-creditcertifications. AwardingofCreditforPriorLearningUsingtheKCTCSpolicyandprotocolforawardingcreditforpriorlearning,nostudentshadreceivedcreditforpriorlearningtowardtheirdegrees. PlacementinEmployment&Co-ops/Apprenticeships270ofthe379participatingstudentswereemployedduringtheprogramandthereforeareconsideredforgrantmonitoringpurposesas“incumbentworkers.”Forty(40)participantswereplacedinemployment,and42incumbentworkershadawageincrease.Thirty-four(34)studentswereplacedinco-opsduringtheirprogramsand53participatedinapprenticeships.
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5. Impact Analysis OurgoalinthisevaluationwastoassesstheimpactsofGCTCstudents’participationintheIMPACTprogramoneducationalandemploymentoutcomes.Ideally,wewouldhaverandomlyassignedstudentstoeithertheIMPACTprogramortocontinuetheirregularcourseofstudy.Wewouldthenbeabletocomparetheeducationalandemploymentoutcomesbetweengroupstodetermineprogrameffectiveness.However,itwasnotpossibletorandomlyassignstudentstotheIMPACTprogram.Therefore,weturnedtoalternativemethodstoaccountforselectionbiasresultingfromprogramparticipation.Toaddressselectionbiasinnon-experimentaldataweusedpropensityscorematching(PSM).Withthisapproach,weusedalinearcompositeofcarefullychosencovariatesthatpredictselectionintotheIMPACTprogram.Specifically,weusedalogisticregressionanalysistopredictthelikelihoodthatastudentparticipatesintheIMPACTprogramasafunctionofthestudent’sage,sex,race/ethnicity,PellGranteligibility,veteranstatus,part-timeenrollmentstatus,collegereadinessinEnglish,math,andreading,andprogramofstudy.Thefittedvaluesfromthisanalysisservedastheprobability,orpropensity,thatstudentsinthissamplewouldparticipateintheIMPACTprogram.Comparison Groups Priortocreatingstatisticallycomparablecohortsofparticipantsandnon-participantcontemporarystudentsthroughpropensity-scorematching,weidentifiedapopulationfromwhichtoidentifythesamplecohort.ThebelowchartscomparetheentirepopulationsofIMPACTparticipantsandhistoricalcohortstudentswhowereenrolledintheIMPACTprogramsofstudypriortotheimplementationofthegrant.Table5.1showstherecruitmentofnewversusincumbentKCTCSstudentsintotheIMPACTprogramsandintothepre-IMPACTprograms.Percentagesaregivenforaroughcomparisongiventhedifferenceinpopulationsize.Table5.1alsoshowsthenumberofstudentsenrolledforeachtermoffullimplementationoftheIMPACTprogramandhowmanystudentsearnedcreditinpassingatleastonecourse.Table5.1.IncumbentStudentStatusandCourseOutcomes IMPACT Students
Historical Students Fall 2014
Spring 2015
Fall 2015
Spring 2016
Fall 2016
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Total Served 110 183 331 347 379 578 620 739 769 # Incumbent 21 110 183 331 347 439 578 620 739 % Incumbent 19% 60% 55% 95% 92% 76% 93% 84% 96% Students in Courses* 183 184 160 130 95
412 407 444 404 # Earned Credit 177 175 158 128 92 367 370 405 355 % Earned Credit 97% 95% 99% 98% 97% 89% 91% 91% 88% *Does not include students taking non-credit industrial certification courses (e.g., CDL, CPT)
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StudentsinKCTCSmustcompleteagraduationapplication–oftenwithanadvisorsignatureanddegreeauditattached–inordertobeawardedacredential,fromone-coursecertificatestoassociate’sdegrees.Asaresult,manystudentsmaybeeligibleforacredentialbutmaynotapplyforit,eitherbecausetheyarenotawareoftheireligibility,theyarepostponingapplicationuntiltheendduetofinancialaidconcerns,orarenotinformedoftheaddedvalueofacredentialtocoursestaken.Table5.2showstheaddedvalueoftheprogramhavingstudentsupportstaffwhowereabletotrackstudentprogressandactivelyhelpedstudentstoapplyforcredentialsastheybecameeligible. Table5.2.CredentialOutcomesforTreatmentandComparisonCohorts
IMPACT Comparison # Students Eligible for Credentials 174 480
% Total Students 45.9% 62.4% # Student Awarded Credentials 138 281
% Eligible Students 79.3% 58.5%
Data Description FortheimpactanalysisweuseddataconsistingofindividualstudentdemographicandacademicrecordsfromGatewayCommunityTechnicalCollege(GCTC)andemploymentrecordsfromtheKentuckyCenterforEducationandWorkforceStatistics(KCEWS).WehadfiveacademicoutcomesofinterestforstudentsparticipatingintheIMPACTprogram:coursestaken,coursespassed,earnedcredit,earnedcredential,andawardedcredential.Coursestakenandcoursespassedarecontinuousmeasuresofthetotalnumberofcoursestakenandpassedbyeachstudent.EarnedcreditisabinarymeasureofwhetherastudentearnedatleastonecoursecreditwhileenrolledatGCTC.EarnedcredentialandawardedcredentialarealsobinarymeasuresofwhetherastudentcompletedenoughcredithourstoearnacredentialorwereawardedacredentialwhileenrolledatGCTC.Wealsoinvestigatedoneemploymentoutcomeofinterestforeachstudent:changeinquarterlywages.Changeinquarterlywagesisameasureofeachstudent’sdifferenceinquarterlywagespriortoprogramstartandafterprogramcompletion.2WeonlyobservedthedifferenceinwagesforKentuckystudents3completingtheprogrambythesummer2016academictermandwereemployedbothpriortoandafterprogramcompletion.Inadditiontoouroutcomesofinterest,weusedseveralstudentdemographicvariablesinouranalysis.Weuseacontinuousmeasureofastudent’sage,andbinarymeasuresofastudent’ssex,Pellgranteligibilitystatus,veteranstatus,part-timestudentstatus.We
2Weuseprioremploymentdatafromthequarterendingwithinoneandthreemonthsbeforethestudent’sfirsttermatGCTC.Weusepost-employmentdatafromthequarterendingbetweenthreeandsixmonthsafterthestudent’slasttermatGCTC.312percentofstudentswerefromout-of-state.
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recodedeachstudent’srace/ethnicityintooneofthreecategories:White,Black/AfricanAmerican,orOtherRace/Ethnicity.4Wealsocreatedindictorsofthestudent’sbroaderprogram:AdvancedManufacturing,Energy/Telecom,orHVAC.Wedidnotincludemeasuresofurbanicityofthestudent’shomecountyasover95percentofstudentslivedinanurbanmetroarea.Wealsocreatedasetofacademicreadinessindicatorsinouranalysisusinginformationaboutastudent’sACTEnglish,math,andreadingscoresorastudent’sCompassPre-Algebra,Algebra,reading,andEnglishscores.Theacademicreadinessindicatorsinmath,reading,orEnglishwerebasedonacutoffscoreforeachtest.Sample Description Webeganwithinformationon1,148GCTCstudents.Ofthesestudents,379participatedintheIMPACTprogram,while769servedascomparisonstudents.Weusedseveralstepsalongthewaytoparedowntheanalyticalsamplesize.First,weremovedanystudentsthatdidnottakeanyfor-creditcourses.Thisremoved134IMPACTprogramtreatmentstudents.Next,weremovedstudentsmissingallcollegereadinessindicators,aswewouldhavedifficultyimputingpre-treatmentacademicbackgroundinformationforthesestudents.Thisstepremoved81totalstudents(23IMPACTand58comparison).Then,weremoved439comparisonstudentswhostartedbeforetheFall2012term.Next,weremoved101comparisonstudentswhoselasttermwasafterfall2014.TheseindividualscouldhavereceivedacrossoverofthetreatmentastheIMPACTprogrambegan.Asafinalstep,removedanystudentswitharecordedlastterminasemesterpriortotheirfirstterm(16IMPACTstudents,1comparisonstudent).Fromthisprocess,ouranalyticalsampleconsistedof376students:206IMPACTprogramtreatmentstudentsand170comparisonstudents.Withinthissample,fewerthantenstudentshadmissinginformationforanyonevariable.Forthethreestudentswithamissingage,weimputedthemeanageof32.Forstudentsmissingreportsoftheirrace/ethnicityorcollegereadiness,wecreatedmissingdataindicatorsforuseinourlateranalyses.WeprovideadescriptionofstudentdemographicandacademicbackgroundcharacteristicsinTable5.3.Fromthefullanalyticalsample,wefindthatstudentsparticipatingintheIMPACTprogramaredifferentfromcomparisonstudentsonseveraldemographicandacademicbackgroundcovariates.Specifically,IMPACTstudentsareslightlyyounger,lesslikelytobeeligibleforaPellGrant,lesslikelytobeapart-timestudent,andmorelikelytobecollegereadyinEnglishandmath.Therefore,thedifferencesinbackgroundcharacteristicsbetweenIMPACTandcomparisonstudentsmaydriveanydifferencesineducationaloremploymentoutcomes.
4Otherrace/ethnicityincludessmallnumbersofeachLatino,Asian/PacificIslander,AmericanIndian/AlaskanNative,andMultiracialstudents.
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Propensity Score Matching Aftercalculatingeachstudent’spropensityscore,wematchedIMPACTprogramtreatmentstudentswithuptothreecomparisonstudents.Wespecificallyusedcalipermatching,wherebywematchedtreatmentandcomparisonstudentsthatshareapropensityscorewithin±1/4ofastandarddeviationoftheoverallpropensityscoredistribution.Iftherewerenocomparisonstudentswithinthisrange,theIMPACTtreatmentstudentwasleftunmatched.Foralldescriptiveandempiricalanalyseswiththepropensityscorematchedsamples,wealsoconstructedweightstoenableustocompareequalnumbersoftreatmentandcomparisonstudents.5Weconductedthismatchingproceduretwice.First,wematchedusingthefullanalyticalsampleofstudents.Second,wematchedusingonlythosetreatmentstudentswhoreceivedthe“full”IMPACTtreatment(i.e.studentswhosefirsttermwasspring2015orlater).Thefiguresbelowdisplaythepropensitiesfromthetwomatchingprocedures,whereavalueof“0”indicatesastudentmostlikelytobeinthecomparisongroupandavalueof“1”indicatingastudentmorelikelytobeanIMPACTparticipant.WeobservedthatthedistributionsofthepropensitiesforthecomparisonandIMPACTstudentsarenotablydifferentfromoneanother.ThesedifferencesillustratethattheacademicanddemographicpredictorsdescribedabovehelptopredictselectiondifferencesbetweenIMPACTprogramandcomparisonstudents.Despitethedifferencesinthesedistributions,therearealsolargeregionsofcommonsupport,whichallowedustomoveforwardwithmatchingstudentswhosharecommonbackgroundcharacteristicsviatheirpropensityofbeinganIMPACTprogramparticipant.Figure5.1:PropensityofIMPACTTreatment
5Becausetreatmentstudentsmaybematchedtomultiplecomparisonstudentsandcomparisonstudentsmaybematchedtomorethanonetreatmentstudentwemustcalculateweights.EachIMPACTtreatmentstudenthasaweightof1.Theweightforacomparisonstudentequalsthetotalnumberoftreatmentstudentstowhichthecomparisonstudentismatcheddividedbythetotalnumberofstudentmatchesforthosetreatmentstudents.
02
46
810
Perc
ent
0 .2 .4 .6 .8 1Comparison
02
46
810
Perc
ent
0 .2 .4 .6 .8 1IMPACT Treatment
All Treatment StudentsPropensity of IMPACT Treatment
05
1015
Perc
ent
0 .2 .4 .6 .8 1Comparison
05
1015
Perc
ent
0 .2 .4 .6 .8 1IMPACT Treatment
No Partial-Treatment StudentsPropensity of IMPACT Treatment
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Usingthematchingprocedurewiththeanalyticalsampleofalltreatmentstudents,wematched194treatmentstudents(94.2percent)to127comparisonstudents.WiththesampleofonlythestudentsreceivingthefullIMPACTprogramtreatment,wematched96treatmentstudents(85.7percent)to93comparisonstudents.ToensurethatwematchedIMPACTparticipantstudentsandcomparisonstudentsappropriately,weexaminedthedescriptivestatisticsoneachofthevariablesusedtoestimatethepropensityscores.ThesecomparisonsaredisplayedinTable5.3.Acrosseachofthecovariates,wefoundnostatisticallysignificantdifferencesbetweenthematchedIMPACTparticipantandcomparisongroups.TheseresultssuggestthatwehavematchedstudentsinamannersuchthattheIMPACTgroupisacademicallyanddemographicallysimilartothecomparisongroup.Wewerethenabletoproceedwithanalyzingdifferencesbetweenthetwogroupsontheprimaryoutcomesofinterest.
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Table5.3.DemographicandAcademicBackgroundCharacteristicsofIMPACTandComparisonGroupStudents FullAnalyticalSample PSMatched–AllIMPACT PSMatched–FullIMPACT
IMPACT Comp. Diff. IMPACT Comp. Diff. IMPACT Comp. Diff.
Students 206 170 194 127 96 93
Age 30.602 33.412 -2.810** 30.881 29.862 1.019 30.614 30.934 -0.319
Female 0.083 0.041 0.041 0.077 0.082 0.005 0.083 0.121 -0.038
Black 0.063 0.118 -0.055 0.067 0.078 -0.011 0.031 0.052 -0.021
OtherRace/Eth. 0.024 0.041 0.017 0.026 0.029 0.003 0.031 0.021 0.010
PellEligible 0.388 0.488 -0.100* 0.396 0.315 0.081 0.313 0.330 -0.017
Veteran 0.194 0.141 0.053 0.196 0.223 -0.027 0.146 0.198 -0.052
Part-Time 0.374 0.735 -0.361** 0.397 0.423 -0.026 0.427 0.434 -0.007
Coll.ReadyEnglish 0.655 0.547 0.108* 0.639 0.626 0.013 0.656 0.722 -0.066 Coll.ReadyReading 0.655 0.623 0.032 0.634 0.655 -0.021 0.677 0.739 -0.062
Coll.ReadyMath 0.422 0.218 0.204** 0.402 0.451 -0.049 0.406 0.490 -0.084 *p≤0.050;**p≤0.010.TabledisplaysthenumberofIMPACTandcomparisonstudentsbeforeandafterpropensityscorematching.Therawmeansandproportions are reported for the full analytical sample. The weightedmeans and proportions of students are reported for the propensity scorematchedsamples.
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Educational Outcomes InTable5.4,wedisplaytheresultsofouranalysisofeducationaloutcomes.InPanelA,wedisplaythesefindingsforouranalyticalsample.IMPACTprogramstudentstookanaverageof20.4coursesandpassed18.2ofthem.Meanwhile,comparisonstudentstookanaverageof5.0coursesandpassed3.2.Thesesubstantialdifferencesarestatisticallysignificant(p<0.01foreach).Thereisalsoastatisticallysignificantdifferencebetweenthe92.7percentofIMPACTstudentsand72.6percentofcomparisonstudentsthatearnedcredit(p<0.01).Intermsofcredentialing,77.3percentofIMPACTstudentswereeligibleforacredentialwhile61.9percentofstudentswereawardedacredential.Thisissubstantiallyandstatisticallysignificantlylargerthanthe31.7percentofcomparisonstudentsearningacredentialand14.9percentbeingawardedacredential(p<0.01foreach).Aftermatchingstudents,wefoundmarkedlysimilarresults.ThepatternofresultsdescribedaboveholdsforthepropensityscorematchedsampleexperiencinganyIMPACTimplementationexposure(PanelBofTable1),onlythosestudentsreceivingthefullIMPACTimplementationexposure(PanelC),andonlythosestudentsinadvancedmanufacturingprograms(PanelD). Employment Outcomes InTable5.5,wedisplaytheresultsofouranalysisofemploymentoutcomes.6TheresultsinPanelAincludepropensity-scorematchedstudentsforwhomtheKentuckyCenterforEducationandWorkforceStatisticshadanyavailableemploymentdata.Thus,thestudentscomprisingthepre-andpost-GCTCenrollmentperiodsaredifferentfromoneanother.Mostnotably,thisisthecaseforIMPACTstudents,asstudentslastenrolledatGCTCasofthefall2016orspring2017semestersdonothaveavailablewagefromthequarterthreemonthsafterlastenrollment.IMPACT(66.8percent)studentsweremorelikelytobeemployedpriortoenrollmentatGCTCthancomparisonstudents(48.8percent)(p=0.002).FollowingenrollmentatGCTC,therewasnostatisticallysignificantdifferenceinemploymentratesbetweenIMPACT(61.8percent)andcomparisonstudents(55.7percent).Ofstudentswhowereunemployedatprogramstart,36.1percentofIMPACTand47.3percentofcomparisonstudentswereemployedafterprogramcompletion.WealsoreportdescriptivestatisticsforthemedianandmeanquarterlywagesofIMPACTandcomparisonindividualswhowereemployedeitherbeforeorafterenrollmentat
6Duetodatasharingrestrictions,KCEWSonlyprovideduswithaggregatedescriptiveinformation.Withouttherawstudent-leveldata,wewerealsounabletoincludepre-GCTCemploymentdatainthepropensityscorematchingprocess.Undernormalcircumstances,wewouldalsomatchstudentsbasedonprioremployment/unemploymentstatusaswellaspriorwagesbeforeestimatingpre-andpost-treatmentdifferences.Similarly,wewerenotabletoaccountforpriorwagesoremploymentinaregressionmodeltoestimateoutcomes,thoughthemeanchangeinwagesfrompre-topost-periodsaccountsforthisinformation.WewerealsounabletoconductspecialtestsforthedifferenceinmediansbetweentheIMPACTandcomparisonstudents.
42
GCTC.WedidnotfindanystatisticallysignificantdifferencesinwagesbetweenIMPACTandComparisonstudentsinthepre-orpost-GCTCenrollmentperiods.7InPanelB,wedisplaytheresultsoftheemploymentoutcomesformatchedstudentswhowereemployedbothpriortoandafterenrollmentatGCTC.Thispanelrepresentsabettersetofestimatesforcomparingprogrameffectiveness,giventhatthestudentscomprisingthepre-andpost-GCTCenrollmentperiodsarethesame.WefindnostatisticallysignificantdifferenceintheproportionofIMPACT(25.9percent)andcomparisonstudents(31.4percent)whowereenrolledbothpriortoandafterenrollmentatGCTC.IMPACTstudentshadslightlylowermedianquarterlywagespriortoenrollment($263),withmarkedlyhighermedianwagesfollowingenrollment($1,862).ThemedianchangeinquarterlywagesforIMPACTstudentswas$1,903ascomparedtoonly$19forcomparisonstudents.WefindnostatisticallysignificantmeandifferencesinwagesbetweenIMPACTandcomparisonstudentswithrespecttopre-GCTCenrollment,post-GCTCenrollment,orthechangefrompre-topost-GCTCenrollment.InPanelC,wedisplaytheresultsoftheemploymentoutcomestheIMPACTstudentswhoexperiencedfullexposuretotheIMPACTimplementationandwerematchedtocomparisonpeers.ThisgroupofstudentswerealsoemployedbothpriortoandafterenrollmentatGCTC.WeagainfindnostatisticallysignificantdifferenceintheproportionofIMPACT(26.0percent)andcomparisonstudents(30.2percent)whowereenrolledbothpriortoandafterenrollmentatGCTC.IMPACTstudentshadlowermedianquarterlywagespriortoenrollment($744)andsubstantiallyhighermedianwagesfollowingenrollment($3,744).ThemedianchangeinquarterlywagesforIMPACTstudentswasagainof$3,570,whilethecomparisonstudentsexperiencedamedianlossof$497.Whenlookingatmeanquarterlywages,IMPACTstudents($5,330)hadhigherpre-GCTCwagesthantheircomparisonpeers($3,867),thiswasnotastatisticallysignificantdifference.InthequarterthreemonthsfollowingenrollmentatGCTC,IMPACTstudents($9,100)hadnearlydoublethemeanquarterlywagesascomparisonstudents($4,413)(p=0.007).ThedifferenceinthemeanchangeinquarterlywagesbetweenIMPACT($3,770)andcomparison($546)studentsfrombeforeandafterenrollmentatGCTCwasalsostatisticallysignificantatthe5percentsignificancelevel(p=0.029).InPanelD,wedisplaytheresultsoftheemploymentoutcomesforthesubsetofIMPACTandmatchedcomparisonstudentsenrolledinadvancedmanufacturingprograms.ThispaneliscomprisedofnearlythesamestudentsasinPanelC.Thus,weobservesimilaroutcomesfortheadvancedmanufacturingIMPACTstudents
7WenotethemarkeddifferencesinthemedianrelativetothemeanquarterlywagesfollowingenrollmentatGCTC.Thesedifferencesarelargelydrivenbyseveralofthehighest-weightedcomparisonstudentshavinghighwagesinthepost-enrollmentperiod,asseeninthelargestandarddeviationinpost-GCTCwagesforcomparisonstudents.
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relativetotheiradvancedmanufacturingcomparisonpeers.OnenotabledifferenceisthatwhilethereisalargedifferenceinthemeanchangeinquarterlywagesbetweenIMPACT($3,699)andcomparison($566)advancedmanufacturingstudents,thisdifferencewasnotstatisticallysignificantatthe5percentsignificancelevel(p=0.052).
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Table5.4EducationalOutcomes
IMPACT Comparison Difference
A.AllStudentswithAnyIMPACTImplementationExposureCoursesTaken 20.422 4.965 15.458**
CoursesPassed 18.165 3.288 14.877**EarnedCredit 0.922 0.700 0.222**
EligibleCredential 0.767 0.235 0.532**
AwardedCredential 0.612 0.076 0.536**NumberofStudents 206 170
B.MatchedStudentswithAnyIMPACTImplementationExposure
CoursesTaken 20.566 6.387 14.174**CoursesPassed 18.320 4.891 13.429**
EarnedCredit 0.927 0.726 0.201**
EligibleCredential 0.773 0.317 0.456**
AwardedCredential 0.619 0.149 0.470**NumberofStudents 194 127
C.MatchedStudentswithFullIMPACTImplementationExposure
CoursesTaken 21.333 6.226 15.108**CoursesPassed 19.250 4.566 14.684**
EarnedCredit 0.947 0.757 0.190**
EligibleCredential 0.823 0.319 0.504**AwardedCredential 0.656 0.139 0.517**
NumberofStudents 96 93
D.MatchedAdvancedManufacturingStudentswith
FullIMPACTImplementationExposureCoursesTaken 20.636 6.582 14.054**
CoursesPassed 18.883 4.912 13.971**
EarnedCredit 0.934 0.791 0.143*
EligibleCredential 0.818 0.349 0.469**
AwardedCredential 0.649 0.161 0.488**NumberofStudents 77 75
*p≤0.05, **p≤0.01.Therawmeansandproportionsare reported for the fullanalytical sample. The weighted means and proportions of students arereported for the propensity score matched samples. Panel A displaysoutcomes for all students with any level of exposure to the IMPACTimplementation.PanelBdisplaysoutcomesforallpropensityscorematchedstudentswithany levelofexposure to the IMPACT implementation.PanelCdisplaysoutcomesforallpropensityscorematchedstudentswithonlyafulllevel of exposure to the IMPACT implementation (started in spring2015orlater). PanelDdisplaysoutcomes for all propensity scorematched studentswithonlyafulllevelofexposuretotheIMPACTimplementationandwhoareinanadvancedmanufacturingprogram.
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Table5.5EmploymentOutcomes
IMPACT Comparison Difference
A. MatchedStudentswithAnyIMPACTImplementationExposureandAllEmploymentData
N(MatchedtoKentuckyEmp.Data) 127 193
Prop.EmployedPre-GCTC 0.668 0.488 0.180**
Prop.EmployedPost-GCTC 0.618 0.557 0.061Prop.UnemployedPre/EmployedPost 0.361 0.473 -0.112
MedianQuarterlyWagePre-GCTC $4,044 $2,151 $1,893
MedianQuarterlyWagePost-GCTC $6,700 $3,686 $3,014
MeanQuarterlyWagePre-GCTC $5,181 $5,291 -$110
[$4,432] [$7,122]
MeanQuarterlyWagePost-GCTC $6,519 $9,592 -$3,073
[$5,314] [$17,672]
B. MatchedStudentswithAnyIMPACTImplementationExposure
andEmployedBeforeandAfterGCTCEnrollmentNEmployedPre-andPost-GCTC 50 61
Prop.EmployedPre-andPost-GCTC 0.259 0.314 -0.055
MedianQuarterlyWagePre-GCTC $3,946 $4,209 -$263
MedianQuarterlyWagePost-GCTC $6,739 $4,877 $1,862
MedianChangeinQuarterlyWage $1,903 $19 $1,884
MeanQuarterlyWagePre-GCTC $5,045 $6,100 -$1,055
[$4,469] [$7,548]
MeanQuarterlyWagePost-GCTC $6,941 $7,476 -$535
[$5,544] [$9,860]
MeanChangeinQuarterlyWage $1,896 $1,376 $520
[$4,892] [$7,733]
C. MatchedStudentswithFullIMPACTImplementationExposure
andEmployedBeforeandAfterGCTCEnrollmentNEmployedPre-andPost-GCTC 25 29
Prop.EmployedPre-andPost-GCTC 0.260 0.302 -0.042
MedianQuarterlyWagePre-GCTC $3,978 $4,722 -$744
MedianQuarterlyWagePost-GCTC $8,750 $4,966 $3,784
MedianChangeinQuarterlyWage $3,570 -$497 $4,067
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TableXX.EmploymentOutcomes(continued)
IMPACT Comparison Difference
C. MatchedStudentswithFullIMPACTImplementationExposureandEmployedBeforeandAfterGCTCEnrollment(continued)
MeanQuarterlyWagePre-GCTC $5,330 $3,867 $1,463
[$4,488] [$3,668]
MeanQuarterlyWagePost-GCTC $9,100 $4,413 $4,687**
[$5,729] [$6,435]
MeanChangeinQuarterlyWage $3,770 $546 $3,224*
[$4,492] [$5,831]
D. MatchedAdvancedManufacturingStudentswithFullIMPACTImplementation
ExposureandEmployedBeforeandAfterGCTCEnrollmentNEmployedPre-andPost-GCTC 19 29
Prop.EmployedPre-andPost-GCTC 0.247 0.345 -0.098
MedianQuarterlyWagePre-GCTC $3,913 $4,463 -$550
MedianQuarterlyWagePost-GCTC $8,750 $5,053 $3,697
MedianChangeinQuarterlyWage $3,181 -$543 $3,724
MeanQuarterlyWagePre-GCTC $5,128 $3,949 $1,179
[$4,425] [$3,707]
MeanQuarterlyWagePost-GCTC $8,826 $4,515 $4,311*
[$4,450] [$6,526]
MeanChangeinQuarterlyWage $3,699 $566 $3,133
[$4,175] [$5,933] *p≤0.05,**p≤0.01.EmploymentdataavailableforallstudentswhowerenolongerenrolledatGCTCbythesummer2016termduetoavailabledatafromKCEWS.Wagedatareportedonlyforstudentswho were employed and had quarterly wages >$0. The weighted means, standard deviations (inbrackets)andproportionsofstudentsarereportedforeachpropensityscorematchedsample.Z-testfor difference in proportions between IMPACT participants and comparison students used forpercentage of students employed. T-test for difference inmeans used forwages. Panel A displaysoutcomesforallmatchedstudentswithanylevelofexposuretotheIMPACTimplementationandanyemploymentstatus.PanelBdisplaysoutcomesforallmatchedstudentswithanylevelofexposuretothe IMPACT implementation and who were employed both before and after enrollment at GCTC.PanelCdisplaysoutcomesforallmatchedstudentswithonlyafulllevelofexposuretotheIMPACTimplementation (started in spring 2015 or later) and who were employed both before and afterenrollment at GCTC. Panel D displays outcomes for all matched students with only a full level ofexposure to the IMPACT implementation (started in spring 2015 or later), were enrolled in anadvanced manufacturing program, and who were employed both before and after enrollment atGCTC.
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6. Conclusion: Partnering for Success TheunderlyingpremiseoftheIMPACTprojectwasthatincreasededucationalachievementandeconomicsuccesscanbeachievedbyaligningdegreepathwaysandlearningopportunitieswith“realworld”workopportunitiesincollaborationwithindustrypartners.Thethreestrategiesoftheprojectconsistentlyhighlightedrelationshipsamongthestudents,thecollege,andindustrypartners.Weconcludebyaddressingthewaysinwhichthisprojectdemonstratestheimpactofemployerengagementinachievingstudentsuccessandincreasedemploymentandwages.Collegeprogramsneedtobe“closelyconnectedtoregionallabormarketdemands”and“sharply”focusedongraduatingstudentswiththeskillsrequiredforjobsinregionaleconomies(Symonds,Schwartz,&Ferguson,2011,p.28).Partnershipsandcollaborationbetweeninstitutionsandemployersareviewedasessentialtotargetingthesetechnicalskillgaps.Reformsneedtobe“connectedandalignedaspartofaclearlyplannedandcarefullydesigned”system.Experiencegainedthroughguidedpracticeataworkplace,wherecustomerandmanagementexpectationsdeterminesuccess,allowsstudentstheopportunitytodemonstratesoftskillsintherealworld.Furthermore,intechnicalprogramsatthetwo-yearcollegelevel,intentionallydesignedwork-basedlearningopportunitiesthatcultivateenvironmentsforpracticecanprovidecontinuouscollaborationbetweeneducatorsandbusinessandindustry,alleviatingconcernsaboutcurriculaof“lowqualityandrelevancetotheneedsofthosestakeholders”(Albashiry,Voogt&Pieters,2015,p.2).Industrystakeholdersconsultedindevelopmentalstagesofanewprogramcanfostercontinuous,meaningfulcollaboration.Thethreemainpartiesinvolvedinanywork-basedlearningarethestudent,theorganizationoremployer(withasitesupervisorasapointofcontact),andtheeducationalinstitution(withanacademicsupervisorasthepointofcontact).Aninclusivelistofbenefitsassociatedwithwork-basedlearningopportunitiesforeachpartycompiledbyWeible(2009)describesstudentbenefitsashigherstartingsalariesandjobsatisfaction,more(andearlier)joboffers,higherextrinsicsuccess,developmentofcommunicationskills,andbetterinterviewingandnetworkingskills.Thecompilationofemployerbenefitsincludedanincreasedlikelihoodoffillingapositionwiththeirtopapplicant,generationofnewideas,buildingpartnershipswithcolleges,communityinvolvementandservice,andpart-timehelp.Lastly,Weibleidentifiesbenefitsforthecollegeasimprovedreputation,communitypartnerships,externalcurriculumassessment,andprofessionalinput.
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Figure6.1:IMPACTStrategies
Curricular Alignment & Delivery FromtheinitialstagesofpreparingtoapplyforthisTAACCCTgrant,theGCTCstaffactivelyengagedinworkingwithlocalemployerstodeveloptheidentifiedpathways.Thisengagementwasdemonstratedinthewaysthattheexistingprogramswererevisedandenhanced;however,themostmarkedengagementoccurredwiththenewcertifications.Insurveyresponses,interviews,andincommentsreportedbystaff,employersapplaudedtheprogrammingthatdirectlymettheirneeds.Additionally,wherethecollegeworkedcloselytounderstandandalignwithindustrycertificationsandlicensing,employerstooknote.Alignmentofcurriculardeliverywithindustryworkcalendarsstillrequiresattention.Despiteincludingonlinelearningtomeetbusyadults’schedules,mostF2Fclassesarestillonlyofferedduringthedayandduringtheregularacademicyear.Competencybasededucationandjust-in-timeprogramming(suchasthatprovidedthroughKCTCSLearn-on-Demand)canaddressstudents’andemployers’needfortrainingtomatchtheworkplaceschedules(ratherthanthetraditionalcollegeschedules);howeverfinancialaidandaccreditationissuescomplicatetheseinitiatives. Student Development Successfulcompletionofawell-designedcurriculumtakesstudentsupport.AquietsuccessofIMPACTcanbefoundinitsstudentsupportactivities.Inadditiontothedirectadvisingforstudentsinterestedinwork-basedlearningdescribedbelow,thedevelopmentofpurposefullydesignedorientationsessionsandproactiveadvisinghelpedparticipantscontextualizethecommitmenttheyweremakingtobecoming
•EnhancedClassroomTechnologies,Co-opexperiences,&IndustryCertifications
• Increasedfitbetweenpotentialworkers&employmentopportunities
•Studentsuccess&Careercounseling
•RevisingoldDevelopingnew,&AcceleratingCoursework
CurricularAlignment
StudentDevelopment
Work-BasedLearning
WorkforceDevelopment
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studentswithinthelargerpictureoftheirpotentialaslifelonglearnerswithintheworkforce,thusincreasingwhatDreweryetal(2016)refertoasvocationalself-concept.Thestaffandfacultyinstitutionalizedthepracticeofreachingouttostudentswithencouragementandinformationfornextsteps,evenifthestudentsdidnotknowwhattoask(Bettinger,2011;Karp,2011).Theyalsopushedstudentstosetgoals.Clearadvisingdocumentationshowninthemarketingmaterialsandpathwaymapshelpedstudentswiththiscontextualization.Evidenceofthissupportcanbefoundinthelargernumberofcreditsandincreasednumberofcredentialsearnedbyparticipants.ThestudentsupportprovidedbystaffforsuccessfulcoursecompletionandretentionatGCTCdidnotoccurinisolationfromtheclassroomorworkplace.TheIMPACTprojectstructureofinternalandexternaladvisorycommitteesresultedingreaterawarenessbyallstaffmembersofthelargerpictureofworkforcedevelopment.ThusIMPACTfacultyandstaffwereawareofoutreachtoemployersandoutreachstaffwasawareofchangesoreventsintheclassroom.Althoughtheprojecthadlessintensivecommunicationsinthesecondhalfofthegrant,feedbackfromoutreachtotheclassroomwassustained.Theholisticnatureoftheproject’sstudentserviceefforts,however,andthelowstafftostudentratiosforadvisingandcareercounselingtakesagreatdealofinstitutionalresources;and,mostofthestaffpositionsinthisareahavebeenremovedorreassignedattheendofgrantactivity.Sustainingthelessonslearnedfromtheteam-basedprojectmanagementapproachusedbythegrantmightmitigatethislossinstudent-centeredstaffing. Work-Based Learning RaisingthepercentageofexperientiallearningisoneoftengoalsintheKCTCS2016-2022strategicplanandaspecificobjectiveoftheGatewayteam(KCTCS,2016).IMPACTstaffrepeatedlysurpassedtheirprojectgoalofatleastthreework-basedlearningexperiencespersemesterinanytargetedcareerprogramarea.TheCoordinatorofWorkExperienceworkedone-on-onewithcompaniestogetjobdescriptions,throughemails,phonecallsandmeetings.Hethenusedthesejobdescriptionswhenvisitingclassestorecruitstudentstoenrollinco-opexperiences.Theco-opprogramnotonlygrewinenrollments,italsobecamemorenoticeableoncampusasshownbyanewawardcategoryforco-opstudentsintheGCTCannualawardevent.CommentingononeoftheIMPACTco-opstudentswhowontheaward,arepresentativefromDiversifiedStructuralCompositestoldthestaffhewishedhecould3moreemployeesjustlikehim!
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Maximizing Partnerships Thefollowinggraphicillustratesthesynergybetweentheinternalandexternalstakeholdersthatunderliesprojectstatementssuchas:“WorkedwithUnion(Int’lBrotherhoodofElectricalWorkers)tofinalizeElectricalTechnologycareerpathway”.Statementslikethisimplyawholeseriesofinteractionsthateventuallyinfluencedstudentexperiences.Forexample,astheresultofideasraisedinprojectteammeetings,aGCTCstaffmightattendanindustryevent.ThisactionmayresultintheGCTCstaffmemberinvitinganemployerforacampustour.Thattourmayturnintoaco-opexperienceforastudentoraguestlecture.Andthatinteractionmightleadtoajobplacementoranagreementforanemployertooffertuitionreimbursement.TherearenumerousexamplesofthissynergisticprocessoccurringwithintheIMPACTproject.Withouttheinfrastructureofinter-departmentalteammeetingsandexternaladvisoryboards;however,thissynergymightbelost.
Figure6.2:MaximizingPartnershipsthroughInternalandExternalCommunication
• Internaldevelopmentofideasthroughprojectteammeetingsincludingmultiplecollegestakeholders•Externaladvisoryinputfrommultiplestakeholdersinindustryandgovernment
Collegerepresentativeattendsorhostsindustry
meeting
• Ideasandleadsfromindustrymeetingaresharedwithcollegeteam• informationinformscurriculumredesignanddevelopment
Industryrepresentativesareinvitedtovisitcampusandclasses • Industrypersonnelserveas
adjunctinstructors/provideclassmaterials.• Industrypersonnelofferworkbasedlearningand/oremploymenttostudents
College/EmployerPartnershipissolidified
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Credentials and Certifications AfinalpieceoftheIMPACTstoryistherelationshipbetweenacademiccredentialsandindustrycertificates.Acollegeislargelydefinedbytheacademiccredentialsitoffers;however,communityandtechnicalcollegesarealsohometomyriadcertificationsanddiplomasthatmayormaynotbecreditbearingandmayormaynotleadtoanadvanceddegree.TheIMPACTprojectpurposefullyworkedtoalignbothnon-creditopportunitiesaswellasnewandexistingcredentialsintoclearpathwaystoanAASandpotentiallytoabaccalaureate.Theprocesswasbidirectional.Whatalsooccurredwasrecognitiononthepartofthecollegeoftherelevanceofthosecertificationsthatareawardedandsupportedexternallybythetargetedindustries.Industrycertificationsareoftenofferedinsectorsoutsideofpost-secondaryeducationoron-the-job(e.g.automotivecertification),butcertificatescount(CompleteCollegeAmerica,2010).Insomecasestheyareofferedinpartnershipwithcollegeworkforcedevelopmentdivisions,butseparatefromtheacademicenterprise.Bypartneringwithindustrytoincorporatesuchcertificationsintothepathwayprocess,GCTCprovidesmorestudentsentrytomoreadvancedstudyandsimultaneouslyupdatestherelevancyofitstechnicalcurriculum.Studentsalsobenefitfromsoftskilldevelopmentandcareerplanningincorporatedinthepathwaysthroughstudentsupportservices(Burnstein,2014).ThusbydevelopingrelationshipswithorganizationssuchastheNorthernKentuckyIndustryPartnershiptoidentifythetargetareasfordevelopmentinthisgrantandthencontinuingtonurturerelationshipswithotherareaorganizationssuchasthetri-statePartnersforaCompetitiveWorkforce,thegrantteamworkedtomaximizeopportunitiesforitsstudents.IndustryspecificpartnershipssuchasthatwiththeSupplyChainCouncilandtheInternationalBrotherhoodofElectricalWorkersledtofinelytunedandacceleratedacademicpathwaystocareersincludingco-opexperiencesandemployersupportoftuitionforincumbentworkers.Sustainability Relationshipstaketime.Highcontactstudentservicesrequireintensivestaffing.Consistentandsustainedoutreachtoawidevarietyofemployersinadiversearrayofindustriesalsorequiresaninvestmentinhumanresources.ProjectIMPACTdemonstratesthatateamapproachthatcreatesasynergybetweeninternalandexternalstakeholdersisbeneficialtostudentoutcomes.Sustainingthisinstitutionalinfrastructureforemployerengagementandwork-basedlearningopportunitiesisstronglyrecommended.Furthermore,thecollegemustbevigilanttosustaintherelevancyoftheenhancedcurriculumandcontinuetoseekwaystoprovidecompetencybasedprogrammingthatmeetsstudentsandemployersschedulingneeds.Sustainingprocessesforcapturingstudentenrollmentandemploymentdataaswellascontinuingtosolicitfeedbackfromemployerswillassistthecollegeinmonitoringtheefficacyoftheseprogramsinthefuture.
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Appendix A: Pathways Maps
Adult Ed Area Technology Centers
High Schools Incumbent Workers
One Stop
Gateway CTC Associate Degree and/or Experience (with 2-3 years of experience)
Four Year University
Pathway Entry Points
Technician (Manufacturing / Engineering / Maintenance / Electrical) First-line Supervisor, Computer Aided Drafting, Machine Operator, Skilled Trade Positions $40,000 - $55,000
Manufacturing Management and Engineer Positions $50,000 and up
Plant Manager / Manufacturing Executive $90,000+
Manufacturing Degree Programs Associate of Applied Science ¾ Manufacturing Engineering
Technology ¾ Industrial Maintenance Technology ¾ General and Occupational Studies
• Computer Aided Drafting • Electrical Technology • Machine Tool Technology • Welding Technology
Employability Assessments Kentucky Employability Certificate (KEC)
Kentucky Manufacturing Skills Standard (KMSS) WorkKeys
BS in Mechanical, Manufacturing, and Industrial Engineering Technology programs
COMPASS / ACT
Other Degree Programs
Bachelors Degree and/or Experience (with 2-8 years of experience)
General Manufacturing and Laborer Positions $20,000 - $30,000
HS Diploma / GED and/or Experience (with 2 years of experience)
Advanced Manufacturing Career Pathways
gateway.kctcs.edu/ Academics Programs of Study
Revised May, 2014
Salaries, job titles, and level of education verified by employer members of College Technical Advisory Committee
55
Adult Ed Area Technology Centers
High Schools Incumbent Workers
One Stop
Gateway CTC Associate Degree and/or Experience (with 2-3 years of experience)
Four Year University
Pathway Entry Points
CNC Machinist, Machinist Skilled Machining Positions $40,000 - $55,000
Manufacturing Management and Programmer Positions $55,000 and up
Plant Manager / Manufacturing Executive $90,000+
Manufacturing Degree Program Associate of Applied Science
¾Computerized Manufacturing and Machining
Diplomas ¾Machinist ¾CNC Machinist
Certificate Programs ¾Exploratory Machining ¾Machine Operator I ¾Machine Operator II
Employability Assessments Kentucky Employability Certificate (KEC)
Kentucky Manufacturing Skills Standard (KMSS) WorkKeys
Four –Year Program- Business, Technical or other Four year degree
COMPASS / ACT
Bachelors Degree and/or Experience (with 2-8 years of experience)
General Manufacturing and Laborer Positions, Machine Operators - $30,000-$40,000
HS Diploma / GED and/or Experience (with 2 years of experience)
Computerized MFG and Machining Careers Pathway Revised May, 2014
gateway.kctcs.edu/ Academics Programs of Study
Salaries, job titles, and level of education verified by employer members of College Technical Advisory Committee
56
Adult Ed Area/Career Technology Centers
High Schools Incumbent Workers
One Stop/Career Centers
Gateway CTC
Start Here - Pathway Entry Points
Management and Operations Field Manager Bachelors Degree and/or Relevant Experience $65,000 and up
Manager / Executive $75,000+
¾Associate in Applied Science in
Energy Technologies Degree
¾Certificate Programs ¾Energy Utility Technician ¾Outside Plant Technician ¾Voice and Data Wiring
Installer
Four-Year Program – Business, Technical or other four year degree
COMPASS / ACT
Field Service Technician Entry-level Training Program $25,000 - $35,000
Energy Utility and Tele-Communications Careers Pathway
Crew Leader / Supervisor Associate Degree and/or Experience (with 6-8 years of experience) $60,000 - $70,000
Utility and Tele-Communication Technicians (Power Line Worker; Substation Operations, Grid Modernization) Certificate or Associate Degree, and/or Experience (with 3-4 years of experience or Apprenticeship Program $40,000 - $60,000 gateway.kctcs.edu/
Academics Programs of Study
Salaries, job titles, and level of education verified by employer members of College Technical Advisory Committee
March, 2014
57
Adult Ed Area/Career Technology Centers
High Schools Incumbent Workers
One Stop/Career Centers
Gateway CTC
Start Here - Pathway Entry Points
Management and Operations Manager Bachelors Degree and/or Associate Degree with Relevant Experience $65,000 plus bonus
General Manager / Owner $80,000 plus bonus
¾Associate Degree in General
Occupational / Technical Studies ¾Certificate Programs
¾ Domestic Air Cond. & Furnace Installer
¾ Environmental Control System Servicer
¾ Environmental System Repair Helper
Four-Year Program – Business, Technical or other four year degree
COMPASS / ACT
Entry-level Service / Maintenance Technician in training. $22,000 - $32,000
Heating, Ventilation, and Air Conditioning Careers Pathway
Service Manager / Field Supervisor Associate Degree and/or Experience (with 5-10 years of experience) $60,000 - $70,000
Service Technician / Licensed HVAC Journeyman / EPA 608 Certified (Residential, Commercial service, Repair, Remodel, New Construction) Certificate or Associate Degree, and/or Experience (with 3-5 years of experience or Apprenticeship/Co-op Program $42,000 - $65,000
May, 2014
Salaries, job titles, and level of education verified by employer members of College Technical Advisory Committee
gateway.kctcs.edu/ Academics Programs of Study
58
Logistics Career Pathway Map
Spring 2014
Christi Dover, PMP April 2014
Unskilled Entry Level
Material Handler
$9-14/hr
Sales Associate $24 – 50 k/yr
Logistics Associate
Material Coordinator
Traffic Coordinator
Inventory Control Specialist
Clerk
$12 – 15/hr
Coordinator/Analyst
$35 - 55k
Supervisor
Lean Logistics Specialist
$35 - 60k/yr
Sales
$30 – 100k/yr
Lean Logistics Specialist
$45 - 65k/yr
Mid-level Manager
Area Manager
Adult Basic Education
English Language Learning
Workplace Readiness
MSSC Certified Logistics Technician
(CLA and CLT: LOM100 and LOM102)
Technical Certificates:
Logistics Quality Technician
Supply Chain Specialist
Logistics Operations
Associate Degree Logistics and Operations
Management
Bachelors Degree
Frontline Supervisor
Varying education & experience
$30 – 60k
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Appendix B: Employer Engagement Survey Q4 Thank you for agreeing to take part in this employer engagement survey. The purpose of this survey is to evaluate college-employer partnerships that have developed since the implementation of the Gateway IMPACT program, funded by a TAACCCT (Trade Adjustment Assistance Community College and Career Training) grant awarded to Gateway Community & Technical College by the U.S. Department of Labor. This survey will ask for information about what contact you have had with Gateway, as well as inquire about your own employment needs, as a way to determine what has already been accomplished through your partnership and what still can be enhanced in the program to best meet your needs in the labor market.If you have any questions about this survey, you may contact the evaluator, Dr. Jane Jensen, at [email protected]. Q3 Employment Industry Needs of Company: (check all that apply) q Logistics/Shipping (1) q Electrical Technology (2) q Welding (3) q Energy Technology (4) q Communications Technology (5) q Computerized Machining (6) q HVAC (7) q Industrial Maintenance (8) q Manufacturing Engineering (9) q CDL (10) Q35 The following questions specifically refer to your partnership with the college.
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Q39 What type of contact have you had with Gateway Community & Technical College in the past six (6) months regarding the IMPACT Advanced Manufacturing program?
Never(1) 1-2times(2) 3-4times(3) 5+times(4)I talked to staff
and faculty about courses offered
(1)
m m m m
Program staff visited my office or business (2)
m m m m
I invited staff and faculty to talk to
my employees (3) m m m m
I talked to staff and faculty about job opportunities in my company
(4)
m m m m
I called or emailed staff and
faculty to get more information
(5)
m m m m
I received information about
the program to share with my employees (6)
m m m m
Staff and faculty called or emailed
me (7) m m m m
Q33 Which of the following is true of your company's relationship with Gateway? q Hired students (1) q Provided co-ops/apprenticeships for students (2) q Spoken to students in classrooms (3) q Visited the Gateway campus (4)
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Q34 How familiar are you with the following programs at Gateway? NotFamiliar
(1)SomewhatFamiliar(2)
VeryFamiliar(3)
NotApplicabletomyCompany
(4)Manufacturing
Engineering Technology (1)
m m m m
Welding Technology (2) m m m m
Computerized Manufacturing and Machining
(3)
m m m m
HVAC (4) m m m m Industrial
Maintenance (5) m m m m
Energy Technologies (6) m m m m
Electrical Technology (7) m m m m
CDL (8) m m m m Supply Chain
Management (9) m m m m
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Q41 Please indicate whether you agree or disagree with the following statements: Strongly
Disagree(1)Disagree(2) Neither
AgreenorDisagree(3)
Agree(4) StronglyAgree(5)
Gateway meets employer needs in
Kentucky. (1)
m m m m m
In looking for new
employees, I would contact Gateway for
student referrals. (2)
m m m m m
I would contact Gateway for
training opportunities
for my current employees. (3)
m m m m m
I would like the opportunity
to talk to students in the
classroom about job
opportunities. (4)
m m m m m
I am interested in working
with Gateway to provide co-
ops and apprenticeships to students. (5)
m m m m m
I am familiar with the
programs offered at
Gateway. (6)
m m m m m
Q29 What classes, certifications, or courses would you like to see Gateway Community & Technical College provide?
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Q6 Addressing on-going (short-term) recruitment for your company. Your answers to the following will help to determine to what extent the programs at Gateway match your current workforce needs. Q5 Please list the MOST critical job position that you have an on-going need to hire. (Job Title, Duties) Q7 What is the level of this position? (check all that apply) q Co-op/Apprentice (1) q Entry (2) q Office (3) q Professional (4) q Mid-Level (5) q Management (6) q N/A (7) Q8 Is this position: (check all that apply) q Full time (1) q Part time (2) q Temporary (3) q On-Call (4) q N/A (5) q Other: (please specify) (6) ____________________ Q9 Please list the skills needed for this position. Q10 Please list the certifications and/or affiliations needed for this position. (Certificate, Associates, Bachelors; NOCTI Precision Machining, CDL, BICSI - ITS Installer I, Installer 2, Copper, Optical Fiber, KY Standard Journeyman Electrician, OSHA 10 and 30, KY HVAC Journeyman, BPI Building Analyst/Building Envelope, FOA, Fiber Outside Plant, Fiber to the Home, MSSC CLA and CLT, MSSC CPT, NOCTI Manufacturing, AWS) Q11 Are you currently hiring for this position? m Yes (1) m No (2) Q12 If No, why not? q In process of posting position (1) q No qualified applicants (2) q Waiting for funding (3) q Other: (please specify) (4) ____________________
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Q13 Do you have a SECOND MOST critical job position that you have an on-going need to hire? m Yes (1) m No (2) Q15 Please list the SECOND MOST critical job position that you have an on-going need to hire. (Job Title, Duties) Q16 What is the level of this position? (check all that apply) q Co-op/Apprentice (1) q Entry (2) q Office (3) q Professional (4) q Mid-Level (5) q Management (6) q N/A (7) Q17 Is this position: (check all that apply) q Full time (1) q Part time (2) q Temporary (3) q On-Call (4) q N/A (5) q Other: (please specify) (6) ____________________ Q19 Please list the certifications and/or affiliations needed for this position. (Certificate, Associates, Bachelors; NOCTI Precision Machining, CDL, BICSI - ITS Installer I, Installer 2, Copper, Optical Fiber, KY Standard Journeyman Electrician, OSHA 10 and 30, KY HVAC Journeyman, BPI Building Analyst/Building Envelope, FOA, Fiber Outside Plant, Fiber to the Home, MSSC CLA and CLT, MSSC CPT, NOCTI Manufacturing, AWS) Q18 Please list the skills needed for this position. Q20 Are you currently hiring for this position? m Yes (1) m No (2) Q21 If No, why not? q In process of posting position (1) q No qualified applicants (2) q Waiting for funding (3) q Other: (please specify) (4) ____________________
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Q22 Anticipated (long term) job postings at your company in the next two to five years. These questions will allow the evaluation team to formulate longer-term recommendations for their program. Q23 What anticipated job positions will you need in the next two (2) to five (5) years? (Job Title, Duties) Q24 What skills will be required? (Job duties, special training, etc.) Q25 What certifications and/or affiliations will be needed for this position? (Certificate, Associates, Bachelors; NOCTI Precision Machining, CDL, BICSI - ITS Installer I, Installer 2, Copper, Optical Fiber, KY Standard Journeyman Electrician, OSHA 10 and 30, KY HVAC Journeyman, BPI Building Analyst/Building Envelope, FOA, Fiber Outside Plant, Fiber to the Home, MSSC CLA and CLT, MSSC CPT, NOCTI Manufacturing, AWS) Q26 Do you see any persistent skills gaps in the workforce? m Yes (1) m No (2) Q27 If you answered "Yes", what are the gaps and for what position? Q28 What are your workforce skills and/or training needs? q Professional development courses (1) q Certifications (2) q Certificate degrees (3) q Associates degrees (4) q Bachelor degree or higher (5) q Licensure (6) q Continuing education credits (7) q Other: (please specify) (8) ____________________ Q37 Thank you for completing the survey. May we contact you after this survey for additional follow up or to schedule a focus group with your company? If so, please provide your email address and/or phone number below.
Email (1) Phone (2)
Q34 If you have any additional comments, please enter them below.
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Appendix C: New Supply Chain Management Credentials