State Fair Community College, AAS, General Career Studies (Main campus and off-site)

NEW PROGRAM PROPOSAL FORM

Sponsoring Institution (s): State Fair Community College
Program Title: General Career Studies
Certificate: AAS
Institution Granting Degree: State Fair Community College
Delivery Site(s):

1. Carrollton Career Center site, Carrollton
2. Clinton Career Center, Clinton
3. Saline Career Center site, Marshall
4. Boonslick Career Center site, Boonville
5. SFCC-Lake of the Ozarks
6. SFCC-Sedalia, Missouri
7. Versailles High School site, Versailles
8. Warsaw High School site, Warsaw

Mode of Program Delivery: Traditional
Geographic Location of Student Access: SAA
CIP Classification: 47.9999
Implementation Date: Effective Spring 2008

AUTHORIZATION

Dr. Brent Bates, Vice President of Educational Services

Contact Person:
Deborah DeGan-Dixon, Dean of Extended Campus & Professional Development Services 660/530-5800, ext. 7343

SUMMARY OF NEED

A. Student Demand

The need for skilled and trained technicians is expected to increase substantially in the State Fair Community College service area in the immediate future. Discussion with technical career centers directors, Workforce Development Office, and area employers revealed that career and technical programs are some of the most requested programs at the college. The total enrollment for the first five years of the proposed program (includes the off-campus sites at Lake of Ozarks, Carrollton, and Clinton) for full- and part-time students is estimated as follows:

For enrollment projections, see FORM SE attached.

B. Market Demand

National

US Secretary of Labor Elaine Chao said, “Providing a higher skilled, more educated workforce is clearly the future of our country in the worldwide economy.”
Career Technology Education advocates and educators report that employment is in a constant change of flux due to continuous transformations in technology, competition, and the workforce. Today’s workforce is driven by the economy, the global competition, and the global quality standards. Today and tomorrow’s workforce will require higher skills; 65% of all job requiring technical skills or an associate’s degree and 20% will require a professional degree or a bachelor’s. Developing knowledge and skills for life-time success is a primary purpose of any education but specifically technical education.
America’s future is dependent upon secondary student’s willingness to develop and utilize their talents to support the country’s standard of living and strong economy. Continuing one’s education beyond high school is becoming a necessary goal for employment as well as career success. Employers are searching for candidates that know how to get the job done—and more; continuing an education in a technical study area will help a student develop the technical skills needed to be successful in a career. A student who graduates with a degree in technical studies will have the confidence from knowing difficult technical material which translates into job stability. A flexible, reliable and technical savvy workforce is needed to meet the challenges and demands of a world economy.
For every 100 students who start ninth grade, only 67 will graduate from high school on time, 38 will enter postsecondary education and training immediately, approximately 26 will still be enrolled in college for their sophomore year, and only 18 will graduate from college with a bachelor’s degree within six years or an associate degree within three years. Programs must be in place to ensure that students continue on a seamless pathway toward a postsecondary degree or credential and avoid leaving the system at any of the common exit points. Strengthening this transition point with a general technical study articulation degree has been suggested as one of the most efficient ways to ensure more students achieve postsecondary success.

State and Regional

All citizens of the State of Missouri must have the opportunity to achieve their highest potential. If Missouri is to compete in the global economy, it is essential that education/training programs provide individuals with the skills needed by the employer of today and the future. With the fast-paced growth of technology, many companies and businesses are struggling to find the technical talent to meet their needs. An AAS Degree in General Career Studies from State Fair Community College would mean higher paying jobs for employees and give employees an opportunity to pursue advance degrees.

General Career Studies-CTC partners include: Boonslick Technical Education Center, Carrollton Area Career Center, Clinton Technical School. Dallas County Career Center, Lake Career & Technical Center, Lebanon Technology & Career Center, Lex La-Ray Technical Center, Nevada Regional Technical Center, Nichols Career Center, Saline County Career Center, State Fair Career & Technology Center, Eldon Career Center, and Warrensburg Area Career Center.

SOCIETAL NEED

Demand for skilled workers in the U.S. economy is rapidly outpacing their supply within local labor markets throughout the country. Increasingly, today’s jobs—including those at the entry-level—require far more technical and basic skills than similar positions did just a couple of decades ago. In fact, the Bureau of Labor Statistics estimates that the number of jobs requiring either an associate’s degree or a postsecondary vocational credential will grow by 24.1 percent during this decade. By 2020, according to another estimate, it is estimated that there will be 15 million new U.S. jobs requiring college preparation; yet at current rates the U.S. will only add a net of 3 million workers with postsecondary credentials to its labor supply, leaving a potential 12 million skilled jobs unfilled. If U.S. industries are to stay competitive in today’s ever-changing global economy, we as a nation have to figure out how to train many more American workers to fill this growing skills shortage.

During the last two decades of the 20th century, the number of native-born workers in the U.S. with some education or training past high school more than doubled (up 138%). This growth in skills helped America maintain its competitive edge in the world economy, holding off perceived economic threats during the 1980s and 90s from countries like Germany and Japan.

However, during the first two decades of the 21st century, the U.S. is facing a potential reversal of fortune. Skilled baby boomers will be retiring by the millions, yet we have no national plan for how we will fill the ensuing void in skilled workers - let alone how to continue increasing the percentage of our workforce with post-secondary training. In fact, from now until 2020, there will no net growth in the native-born U.S. population of prime working age (25-54). And, if current education trends persist,there will only be a 19% increase in the number of post-secondary educated native-born workers - about one-seventh the rate of growth during the past two decades. Meanwhile, our new international competitors are doubling and tripling the number of college graduates in their countries.

What does this mean for our country's economic future? If the number of workers does not increase, then the economy can expand only if every available worker is becoming more productive - which, in many cases, will require better skilled workers at all levels of our labor market. New workers, including immigrants, are going to have to be better skilled than they are now if the U.S. economy is going to continue to grow as it did for the latter half of the 20th century. Likewise, others want to encourage aging baby boomers to postpone retirement and stay in the workforce in order to offset potential shortages. But in this case as well, unless our country makes a commitment to invest in the skills upgrading of these experienced workers, they likewise will not contribute what is fully needed to keep the U.S. at the front of the 21st century global economy.

State Fair Community College’s AAS degree in General Career Studies will enable potential and current workers the opportunity to credential existing skills and competencies as they progress towards a college education.

METHODOLOGY

• Labor Statistic Internet research, August 2007
  Census Bureau
  Bureau for Labor Statistics
  Occupational Outlook Handbook
  Missouri Economic Research and Information Center
  The College Board & various community colleges with similar programs
• State Fair Community College Feasibility Study, December 2004
• Interviews with area career center directors and instructors

DUPLICATION

Various programs similar to the one proposed are offered at other Missouri community colleges institutions under a different program name. These program offerings, however, are not within the State Fair Community College service area and thus do not create duplication of effort. By offering this degree SFCC will be collaborating with the Career Technical Centers within the SFCC service area to train and deliver a highly trained and skilled workforce for the state of Missouri. This will supply of skilled workers for present employers and hopefully attract new employers to our region and state.

Duplication can be seen throughout the state and nation with the for-profit technical schools who have made progress in the articulation transition degrees. Enrollment in these schools, which can cost upward of $20,000 a year, has risen 75% over the last decade--indicating the strong demand from young people to learn practical skills. State Fair Community College’s AAS in General Career Studies gives students in the college’s region an opportunity to a quality education that is both affordable and accessible.

COLLABORATION

State Fair Community College will create an advisory committee consisting of area career center directors, counselors, tech prep consortium partners, and post-secondary career technology instructors that will enable the group to form a partnership with and/or provide input to the State Fair Community College Technical Studies program and degree seekers’ area of concentration degree plans.

PROGRAM STRUCTURE (FORM PS)

FORM PS

PROGRAM STRUCTURE
Associate Degree in General Career Studies (CIP 47.999)

A. Total credits for graduation: 63 credit hours

B. Residency requirements:
Determined by legal address.
A student under age 21 is same as parents’ address.
Taxing district is Pettis and Benton counties.

C. Courses and credits required for general education.
See program of study.

D. Requirements for thesis, internships or other capstone experience:
Internship will be an option for AAS-general career studies students.

E. Any unique features such as interdepartmental cooperation:
Interdepartmental cooperation with Distance Learning Department-Educational Technology Services; and with Applied Science and Technology Department, Business Department, and General Education departments for shared curriculum.

Financial Projections (deleted)

STUDENT ENROLLMENT PROJECTIONS (FORM SE)

YEAR	1	2	3	4	5
FULL TIME	3	10	10	10	10
PART TIME	7	10	20	20	20
TOTAL STUDENTS	10	20	30	30	30

ii. Will enrollment be capped in the future?

State Fair Community College will provide open enrollment to the program based on instructor/student ratios and classroom facility capacity. Enrollment cap for the technical studies program will be not be implemented.

PROGRAM CHARACTERISTICS AND PERFORMANCE GOALS (FORM PG)

STUDENT PREPARATION
The AAS-General Career Studies will adhere to regular college admission standards. No special preparation or standards will apply. In addition, student and instructional services and operations will be equivalent to on-campus operations and services, including admissions, enrollment, assessment, testing, bookstore, financial aid, library services, information services and technology, and business office,.

FACULTY CHARACTERISTICS
State Fair Community College AAS-General Career Studies will utilize existing catalog courses; there are no unique faculty characteristic requirements.

Traditional methods of classroom and laboratory instruction will be used for general education and applied sciences courses. The Dean of Extended Campus, the Director of Tech Prep, and appropriate regional or divisional associate deans will identify general education and technical courses that will be offered in traditional format, web, independent study, and through business & industry training. Faculty members and staff will receive training equivalent to that provided to on-campus staff in preparing class materials, web based instruction, and operating technical equipment.

The full-time faculty load is typically 15 credit hours per 16-week semester. A half-time instructor typically teaches 9 credit hours per 16-week semester. Exceptions and other load issues can be found in the Instructional Pay Manual, available in the offices of the Deans, the Vice President for Educational Services and the Director of Human Resources. Student program advisement is conducted by all SFCC full-time faculty.

Overload pay will be paid to full-time and half-time faculty who teach courses beyond their designated full-time load. Full-time and half-time faculty members have right of refusal for overload assignments. Full-time instructors with an acceptable performance evaluation are eligible for overload assignments and may accept up to 8 credit hours overload each 16-week semester. Half-time instructors may teach no more than 6 credit hours overload per 16-week semester. Overload salary is compensated according to the Overload Salary Schedule.

During the summer semester, all half-time and full-time faculty are paid at a prorated rate of the last base contract (calculated on a 10-month basis) for each credit hour taught. Full-time and half-time faculty may teach no more than 9 credit hours during the summer. Exceptions to this load may be made by the Vice President for Educational Services upon the recommendation of the appropriate department chair and dean.

Full-time faculty may be asked to learn and utilize I-TV, on-line instructional software and practices, obtain and continue Missouri Career and Technical Education Certification, advise and enroll students, update and maintain curriculum and laboratory, conduct advisory meetings, assist students with placement, maintain professional memberships, and attend training and unit/department meetings.

ENROLLMENT PROJECTIONS

YEAR	1	2	3	4	5
CREDIT HOURS	300	420	720	720	720
FULL TIME	3	10	10	10	10
PART TIME	7	10	20	20	20
TOTAL STUDENTS	10	20	30	30	30
Number of graduates per annum at three and five years.			20		50

STUDENT AND PROGRAM OUTCOMES

Special skills specific to the program.

• Technical Students. A graduate in this program may be employed within facilities and organizations that require a post-secondary technical degree.

Proportion of students who will achieve licensing, certification, or registration.

• N/A

Performance on national and/or local assessments, e.g., percent of students scoring above the 50th percentile on normed tests;

• Assessed in General Education Using a Nationally Normed Assessment Test, FY2006
• 96%
• Assessed in General Education Using a Nationally Normed Assessment Test, FY2006 with Scored At or Above 50 Percentile
• 91%

Percent of students achieving minimal cut-scores on criterion-referenced tests.

• Percent of Associate Degree Recipients Who Received Pass Scores on a Licensure, Certification, or Registration Exam That is Scored Pass/Fail, FY 2006
• 87%
• Percent of Certificate Completers Recipients Who Received Pass Scores on a Licensure, Certification, or Registration Exam That is Scored Pass/Fail, FY 2006
• 93%

Placement rates in related fields, in other fields, unemployed.

• See following SFCC placement report.

Transfer rates, continuous study.

• N/A; SFCC and the state of Missouri do not record transfer information for AAS degree graduates.

PROGRAM ACCREDITATION
The State Fair Community College AAS-General Career Studies program will fall under general accreditation with State Fair Community College, which is accredited by the Higher Learning Commission of North Central Association of Colleges and Schools. We are seeking Missouri Coordinating Board of Higher Education approval for State Fair Community College certificate approval. Additional program specific accreditation or certification will not be pursued.

INSTITUTIONAL CHARACTERISTICS
State Fair Community College is well equipped for the AAS-General Career Studies as it will utilize existing programming in related career technical education and general education courses. State Fair Community College’s strategic planning supports the need for growth in the technology field. Current and future facilities related to this program will be utilized and are conducive to this program.

QUALITY ASSURANCE FOR OFF-SITE PROGRAMS

GENERAL OVERSIGHT
General oversight will be managed via local administration. In 2004, SFCC adopted a strategic plan with an institutional vision, mission and goals. The SFCC strategic plan will be carried out on and off-campus.

The SFCC Associate Dean of Extended Campus will manage the local operations including class scheduling, staffing, facility management, marketing, business office operations, assessment, enrollment, enrollment management and reporting, advisory councils, community relations and administration for the program. Student services, instructional services and business operations will be equivalent to existing programs of study.

SFCC’s Education Technology Services staff, which is primarily responsible for academic and administrative computing, will provide technical support and training for the SFCC faculty of the program. The technicians will maintain the college Wide Area Network to facilitate management functions and maintain the site’s Local Area Network to accommodate technology needs.

Part-time and full-time students who enroll in the program and follow the proposed course schedule will be able to complete the requirements for the degree. The schedule will include classes fulfilling basic skills, general education, and program requirements. Classes based on community or industry training need will be offered on an as needed basis.

FACULTY QUALIFICATIONS
Instruction for the General Career Studies program will be equivalent to AAS degree or certificate program offerings. Full and Part-time off-campus faculty is reviewed by the on-campus college faculty in the appropriate academic discipline. The on-campus and off-campus instructors coordinate curriculum. Faculty will fulfill SFCC course requirements including syllabus, textbook(s), teaching methodology, and student assessment strategies. Course content and course requirements must be comparable to those utilized in the equivalent on-campus courses with the same titles. The Vice President of Educational Services will be responsible for involving administrators and full-time lead instructors of their academic discipline in the selection and evaluation of faculty. The Vice President of Educational Services will ensure comparable standards of evaluation of all faculty.
Qualifications for faculty are as follows:

• Associate's, Bachelor's or Master's degree or appropriate certification for instructors teaching career and technical classes, short courses, career education, business and industry training and lifelong learning.
• Minimum of Master's degree with 15 hours in the field for instructors teaching transfer classes.

SUPPORT SERVICES
Academic and student support and coordination between the SFCC program and the services units are primarily the responsibility of the Vice President of Educational Services, the Vice President of Student Services, and the Dean of Extended Campus. Executive Leadership Team members will ensure support for program operations including facility development, curriculum development, staffing, program and personnel evaluation, advisory committee activities, marketing, admissions, financial aid, business office, student services, advising and enrollment. The technical studies faculty will be a member of SFCC committees, teams and structure systems responsible for planning and implementing instruction and student and community services. Program faculty at all sites will also meet during the regular August and January workshops to coordinate department outcomes, course syllabi, text book selection, instructional resources for the program, and for advisement training.

Students will have access to library services via the MoreNet connection, Literature On-Line, News Bank Info Web, Ebsco Host, Quest Library Catalog and other on-line services which SFCC subscribes. State Fair Community College will also coordinate SFCC student access to area public and school district libraries.

Information related to application for financial aid will be available through the on-site staff, high school and the area school counselor. Applications will be entered and processed by student services staff, which will ensure compliance with U.S. Department of Education guidelines and will administer the financial aid program. The SFCC Student Services Office will also maintain centralized student records and transcripts. Students will also be able to access on-campus academic advisors via Internet.

Mandatory testing and placement will help ensure that entering students have the skills necessary for successful academic performance. Students may now take the ASSET as an option to the ACT; either test will provide initial placement in an English or math sequence. The ASSET is administered at regularly published dates prior to enrollment at the main campus and by appointment off-campus. The SFCC Testing Center Director will coordinate the testing program, conduct policy orientation workshops, and train school personnel in administering and scoring the ASSET. SFCC sites have the required equipment and licenses to administer the ASSET test via computer (COMPASS). The COMPASS test is available on individual basis by appointment and allows for immediate test results.

AAS General Career Studies Program of Study

Placement Test Taken:				Prerequisite Courses based on Placement Test Scores:
English Score:					
Reading Score:				
Math Score:						
Note: Course numbers below 100 will not apply for graduation requirements
check	General Education Requirements					16 min.
	ENGL101 Composition I or ENGL110 Business Communications or ENGL112 Tech Writing					3
	MATH 108 Technical Math II OR MATH115 College Algebra					3
	HIST101 US History Before 1877 or HIST102 US History After 1877 or POLSC101 Amer/Nat Gov.					3
	Wellness (see back for choices)					1
	SPTH101 Public Speaking					3
	CAPP125 Microcomputer Applications or PHYS125 Technical Science					3-4
check	Major Requirements					47 min.
	Approved Courses in Career and Technical Studies or Related Field					26
	Career Technical Studies					3
	Career Technical Studies					3
	Career Technical Studies					3
	Career Technical Studies					3
	Career Technical Studies					3
	Career Technical Studies					3
	Career Technical Studies or Internship					8
	Technical Education Competency Credit (Articulated from approved Area Career Center in Discipline without corresponding SFCC program)					21
	Validated Occupational Competencies via Tech Prep articulation agreement, occupational examinations, or course completion tests					21
Minimum Required Credit Hours						63-64
Notes
Students should apply for graduation immediately after enrolling for their final semester
Advisor for this major: Tech Prep Office