| MISSION:
elimination of critical workforce skills shortage in
basic and advanced manufacturing technology in the Southern
Virginia region. |
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GOAL
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OBJECTIVES
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PERFORMANCE
CRITERIA
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PRACTICES
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1
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Provide
a comprehensive set of technical job skills that can
be applied throughout various areas of manufacturing |
Identify
core needs of manufacturing employees of existing and
prospective regional manufacturers |
Meet
core needs of employers originally surveyed; Considered
an economic stimulant; employer satisfaction rates;
workforce skill level in region increases; attraction
of new companies attributed to AMT; Increased jobs available |
Direct
applicability to real-world manufacturing operations |
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2.a
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Address
the needs not only of existing manufacturing employees,
but also of those making career changes and high school
graduates seeking in-depth training to prepare for a
technical career in manufacturing |
Develop
and implement manufacturing technology AAS degree programs
to meet the diverse needs of current manufacturing employees,
employees who are newly entering the workforce or seeking
a career change, and graduating high school students
aspiring to develop essential technical career skills
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#
of graduates; entries from high school; entries from
industry; students employed full time; students employed
part time; students employed from displaced worker
pool; well-educated workforce; high levels of technical
competencies and job proficiencies; % participation
from intended curriculum team members; % curriculum
team members from private sector; % curriculum team
from secondary industry; % curriculum team from higher
ed programs > 2 yr; % curriculum team from community
college
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Form
curriculum development teams with DCC faculty/adjunct
faculty; Sinclair CC and Penn C consultants; ODU; VPI;
Local secondary school systems; regional manufacturers;
additional contributing partners |
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Utilize
existing materials and adapt them to meet the identified
needs of existing and prospective manufacturers in
the region
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Manufacturing
survey needs met by Sinclair and Penn curriculums
Meet
VCCS course content standards; core math skills exceed
state requirements for an AAS degree in technical
studies; core science skills exceed state requirements
for an AAS degree in technical studies
Meet
ABET accreditation standards
High
school graduates accepted into program; science prerequisites
satisfied; math prerequisites satisfied; remedial
training required
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Adapt
existing modular curricula from successful manufacturing
degree programs to meet the unique needs of the identified
AMT degree tracks
Analyze
ability to adhere to course content and requirements
of the Virginia Community College System
Monitor
adherence to course content and accreditation requirements
of the Accreditation Board of Engineering and Technology
(ABET)
Science
and math offered in entry-level courses are at a level
commensurate with the academic capabilities of newly
graduating high school students
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2.b
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Develop
new curricula to satisfy course requirements not addressed
in the curricula adapted from existing institutions |
New
material identified to accommodate manufacturing needs;
material developed and added to modules |
Team
process to develop innovative training methods to satisfy
unmet needs of manufacturers in the region |
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2.c
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Identify
and implement other applicants for developed curricula
(e.g., non-credit courses to meet singular, real-time
educational needs)
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Meet
employer identified non-traditional training needs;
Employee satisfaction as appropriate type of course
delivery - credit vs. non-credit formats; Employer satisfaction
regarding appropriate type of course delivery; # non-traditional
courses developed |
Non-credit
courses to address singular, real-time training requirements |
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3
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Encourage
the recruitment, education, and retention of minority
and low-income students |
Ensure
that program demographics reflect an enrollment of minority
and low-income students commensurate with regional demographics |
Attraction
rate; retention rate |
Recruitment
program that focuses on minorities, women, and low-income
groups |
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4
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Enable
students to earn credits and work toward two-year degrees
in their fields |
Implement
curriculum in AMT for AAS degree track
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#
Graduates; # students |
Credit
courses leading to AAS degrees |
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5
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Enable
students to apply their two-year degrees toward technical
four-year degrees at state universities |
Ensure
that AMT degrees are transferable to four-year institutions
for application toward baccalaureate degrees |
Graduates
(#&%) as transfer degree applicants; # articulation
agreements in place; degree of course transferability;
performance of transfer students in transfer program |
Degree
portability to ensure application toward baccalaureate
degrees elsewhere |
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6
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Offer students a specialized degree option in a specific
manufacturing industry |
Implement
Polymer specialty within AMT curriculum for AAS degree
track |
Graduates
hired by polymer manufacturers; students from polymer
manufacturing industries enrolled in curriculum; employee
satisfaction rates of polymer graduates; satisfaction
rates of manufacturing employers |
Polymer
specialty courses to satisfy needs of large regional
manufacturing cluster |
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7
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Encourage students to remain in the local area and apply
their workforce skills locally after graduation |
Prepare
students to meet existing and emerging needs of local
employers |
#
of Students remain in area; # advance into higher and
more technically challenging career roles; # prepare
for advanced degrees in conjunction with local employment;
# polymer manufacturers engaged in process |
Non-traditional
course schedules to allow program attendance concurrent
with full-time employment |
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8
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Develop advanced manufacturing technology leadership
among faculty and staff to meet the needs of existing
and prospective employers |
Ensure
that the program provides professional development opportunities
for college and secondary school faculty |
Faculty
satisfaction rates; faculty trained; % full time faculty
involved in program; % adjunct faculty involved in program |
Involve
DCC faculty in module formation and teaching as well
as curriculum development and dissemination |
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9
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Maintain
adequate staffing and budget to ensure program survivability |
Develop
and implement budget forecasts |
Conformance
to budget; timely tracking of costs and forecasts |
Community, institutional and governmental support to
program budget |
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Apply
for grant funding to meet operational and performance
goals |
Funding
adequate to accomplish goals |
Leverage
grants and awards to aide regional funding to accomplish
operations |
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Maintain
project overview and quality service delivery to satisfy
project outcomes |
Employer
satisfaction ranking with staff performance; student
satisfaction ranking with staff performance |
Professional
delivery of program management and administration |
