In 2003, CPCC began implementation of an integrated retention system to address the needs of under-prepared students entering the College. The components of this project fall under the Gates Foundation’s focus on post-secondary improvement and improving access and support for low-income students (although our program addressed – and continued to address – the needs of students who are academically under-prepared when they enter, the majority of these students are also from low-income, first-generation college student backgrounds). Additionally, providing student information to students, faculty, and staff via our in-house Online Student Profile system has been the lynchpin of improvements made thus far.

CPCC has achieved excellent, measurable results in both student success and retention of entering at-risk students, although budgetary considerations did cut short one very important and impactful element – a mandatory orientation course to be taken by at-risk students during their first term of enrollment. The orientation course is being offered and taken by the majority of our incoming at-risk students, but budgetary constraints have, thus far, kept it from being required of all incoming developmental students. Successful outcomes thus far include:

1. In-term retention rates for all (100% of) entering developmental students included in a random sampling of the overall population during Spring 2009 have improved from the 67.7% 2001 baseline to 87.8%. This represents a 21.1% improvement within the random sample (N= 2167).
2. In-term retention for a randomly selected sample of entering developmental students receiving all treatments including successful completion of the ACA111 orientation course is even better, with a total of 93.5% retention within the term – this represents an 25.8% improvement in retention over the 67.7% baseline (N= 893).
3. The 2001/2002 baseline for success in the first developmental course(s) taken is 60.1% success rate at a level of “C” or better. Based on a random sampling of all (100%) incoming developmental students enrolled in developmental reading and/or English during Spring 2009, the success rate at “C” or better was 67.6%. This represents a 7.5% improvement within random sample (N= 2167).
4. For the “pure” students who received all treatments including intake via the Student Success Center model, successful completion of ACA111 and attendance in developmental RED or ENG courses, the success rate at “C” or better during Spring Term was 72.3%. This represents a 12.2% improvement in success rate over the 60.1% baseline (N= 893).
5. Because of improvements in at-risk student retention during the first term of enrollment, overall retention of new, first-time students at CPCC from Fall to Spring term (and from Spring to Fall Term, for those students starting in Spring) has increased dramatically. Academic research indicates that students completing the first term and continuing on to the second term are more likely than not to be successful in completing their academic goals.

Ideas for Leveraging Success

Representatives from other colleges as far away as Kansas, have visited CPCC to learn about our project and how it worked (and continues to work), but there is no funding available to formally disseminate our best practices information. Funding for dissemination might include:

• CPCC staff to organize and host working meetings at the Harris Conference Center to teach teams from other colleges how to implement the successful strategies used at CPCC.
• Travel for the teams from other colleges to visit CPCC – especially important as travel funds are generally restricted due to the current state of the economy.
• Technology support to allow for implementation of the web-based Online Student Profile system at other colleges.

There are also significant funding needs at CPCC to continue building upon our successes; needs which are unlikely to be met with state or local funding in the foreseeable future include:

• Funding to allow for extending the scope of our project into the local K-12 school system, allowing for work with at-risk students regarding self-knowledge and self-efficacy to begin well before enrollment at CPCC.
• Funding to allow for development of modularized developmental course units focused on specific skills testing of students to identify which skill students need to improve – in order to avoid taking an entire 80-hour developmental course if they need to work only on a percentage of the skills covered in the class (note: this will require policy changes regarding delivery of developmental courses at the State level in North Carolina – an additional assistance sought from the Gates Foundation).
• Funding to allow for development of self-paced, computer-based developmental education modules to offer as an option to students.

College Connection is a program offered by Central Piedmont Community College to Charlotte Mecklenburg Schools that gives priority registration and personalized guidance through the enrollment process. This allows for a wider selection of classes and a more tailored first year schedule.

CPCC recruiters schedule presentations at each high school in English classes to discuss the program. They assist students with completing the admissions application, setting up a time for taking the College’s Accuplacer placement test and advising students on what classes to take in the fall semester. Students can also complete financial aid and scholarship applications during this time. What makes this process unique is that the students can complete all of these steps at their high school during the school day or after school.

Unique features of the College Connection Program:

• Students complete the entire registration process EARLY!
• The process takes place in high school senior English classes, computer labs, and libraries during school day or afternoon
• Personalized one-to-one advising and counseling
• Flexible schedules allow for better transition to college
• Partnership with Career Development Coordinators, Guidance Counselors and Principals
• Students are educated about career options

Successful Outcomes include:

• More students registering for full-time class schedules
• Financial Aid and Scholarship applications completed earlier
• Students in programs are retained at a higher level from first semester to second semester than students who are not in a program
• Students declare majors earlier
• Higher attendance for New Student Orientation
• Students have a college schedule in their hand prior to graduating from high school

Innovative Ideas for leveraging the success of the program:

• Expand program to private and charter schools
• Provide more open house programs for students to visit campus throughout the year
• Develop more strategies for preparing students for the placement test
• Expanding new student orientation programs

Historical Data:

The program began at Olympic High School as a pilot and has grown every year. School officials embraced the idea and it is now at 20 schools.

A college wide Retention Committee made up of mid- and upper-level managers, professional staff, and faculty members – was established in 2005 to take an organized approach to issues relating to student retention. Using a “research first” approach, best practices are studied, benchmarks are set, and then pilot projects are used (when possible) to test ideas for improving retention. Successful projects thus far:

• Established retention benchmarks for all courses
• Responsible for implementation of new Withdrawal Policy (moved withdrawal date to the 35% date of courses from the 75% date, based on research showing that students who commit earlier to finish a course tend to be more successful in both finishing the course and in passing it). This resulted in an 8.1% decrease in withdrawals and a 3.2% increase in passing grades.
• Completed assessment of possible reasons for substandard performance of CPCC college transfer students, based on review of practices at NCCCS colleges whose transfer students are more successful at the receiving institutions.
• Recommended establishment of a staff position in the marketing area to focus exclusively on communications with current students; a position is now in place.
• Evaluated existing faculty training elements and recommended additional content and training methodology.
• Completed a pre-requisite pilot, establishing reading-level prerequisites for three reading intensive courses. Implementation of the prerequisites led to double-digit percentage increases in student success, as compared to the same course the year before without the prerequisites.

Pathways to Employment programs are designed to meet the needs of low-income adults who lack the credentials and basic skills necessary for employment and career advancement. Pathways to Employment is a partnership of CPCC, the Charlotte Department of Social Services, 12 community businesses, six social service agencies and several faith-based organizations. Pathways to Employment programs must lead to a career, with jobs that pay an entry-level wage and prepare students for college curriculum or occupational/technical certification, diploma or degree programs. The Pathways to Employment programs have been and continue to be creative in providing educational training options. Currently CPCC is offering seven Pathways to Employment programs:

1. Medical Reimbursement Specialist
2. Medical Office Administrative Procedures
3. Office Information Systems Specialist/Receptionist
4. Customer Service Specialist
5. Heating and Air Conditioning (HVAC)
6. Welding Technology
7. Developmental Disabilities Specialist

Unique features of the Pathways to Employment programs are:

• The programs utilize the Learning Community Model and apply an integrated curriculum.
• The stringent requirements of 80% attendance and grades of 80% and higher to graduate help establish very high expectations of our students. In the end, our graduates are well trained in their courses of study.
• The programs, with their career path design, encourage lifelong learning.
• The programs allows students with limited basic skills (those lacking a high school diploma or GED) to access CPCC’s skills training courses.

Successful outcomes include:

• 1,385 students have completed the Pathways to Employment programs since 1997
• 80.25 % retention rate is indicative of the program’s success
• 50% of those students needing a GED earned their GED during the course of their program
• 64% of the Pathways to Employment graduates have enrolled in additional classes at CPCC

Innovative ideas for leveraging the success of the Pathways to Employment programs:

• Scholarships for books and tuition to provide 100 needed individuals access to the Pathways to Employment program ($120,000)
• One academic facilitator or counselor, who will help students overcome their multiple barriers to employment. They will also assist the students with the development of educational plans and career goals. ($35,000)
• Provide public bus passes for low-income students, so they can get to school. ($45,000)

The JumpStart Scholarship programs provide a non-monetary scholarship for the tuition, fees, books and supplies for short-term certificate programs that support industries that have a high demand for technically trained workers. Recipients of this scholarship are people who are currently underemployed or unemployed. There are currently 12 participating program areas (11 Curriculum Programs and one Continuing Education Program). New programs in 2008-2009 include an Integrated Systems Technology (IST) certificate program and a Career Readiness Certificate for IST Scholars.

1. Applied Electrical
2. Basic Law Enforcement
3. Basic Office Assistant
4. Heavy Equipment Automotive Transport Technology
5. Machining
6. Welding
7. Autobody
8. Carpentry
9. Print Shop
10. Motorsports
11. Air Conditioning, Heating & Refrigeration
12. Integrated Systems Technology (Continuing Education)

Unique features of the JumpStart Scholarship programs are:

• Many good paying, entry-level jobs require only a college semester of training; most of the Jumpstart certificates can be completed within one to two semesters.
• Class schedules are flexible for the working student (the working poor) and enable them to gain entry-level skills for some of the area’s high demand technical fields.

Successful outcomes include:

• In the 2008-2009 academic year (as of February 2009) 149 students were registered and awarded scholarships in 11 different certificate programs.

Innovative ideas for leveraging the success of the JumpStart Scholarship programs:

• Provide a bilingual (multilingual) secretary (to also be shared with the Technical Career Ladders Program) who can help contact students, collect follow-up data, and check on the status of students’ registration and other administrative duties. ($25,000)
• Develop marketing materials that can be distributed throughout the community. ($2,000)
• Work in conjunction with other academic departments, for example, the Math department.
• Students who are advancing in their math classes but have "undeclared” majors, for example, could be directed to the JumpStart Scholarship programs (technical certificates).
• Add additional certificates to the program, especially certificates that are more attractive to female students. ($120,000 to be shared with the Technical Career Ladders Program)
• Provide for childcare costs of eligible students, in order to remove a major barrier to this student population. ($30,000 to be shared with the Technical Careers Ladders Program)
• Provide funding for the underprepared students to take developmental reading, writing, and math courses in conjunction with their certificate courses. ($80,000 to be shared with the Technical Career Ladders Program)
• Attend some of the CPCC College Connection registration days for current CMS High School Seniors to recruit Students for JumpStart Scholarship programs.

Technical Career Ladders is a JumpStart initiative designed to reach the non-native English-speaking immigrant community earn a certificate. Students interested in participating in Technical Career Ladders are first given a pre-technical ESL course, in which they must achieve a certain level of proficiency before being accepted into the program. While participating in the certificate programs, students are also given focused English support. Currently, 58% of the students are of Hispanic ethnicity and 29% are Asian.

Unique features of the Technical Career Ladders programs are:

• A full service model for outreach, recruitment, screening, registration, advising, orientation, and follow up.
• The team is bilingual/multi-cultural and serves as the one point of contact between the student and college services and programs.
• The team provides an orientation, software applications and a credit bearing class that focuses on career explorations.
• The team has prepared an article for academic journal (in press) about Technical Career Ladders, which is a finalist for inclusion in Best Practices for Mott Foundation publication.

Successful outcomes include:

• In the 2008-2009 academic year (as of February 2009), the Technical Career Ladders programs registered and awarded scholarships to 50 Basic Skills candidates.

Innovative ideas for leveraging the success of the Technical Career Ladders programs:

• Provide for childcare costs of eligible students, in order to remove a major barrier to this student population. ($30,000 to be shared with the JumpStart programs)
• Develop marketing materials that can be distributed throughout the community. ($2,000)
• Provide a bilingual (or multilingual) administrative secretary (to help contact students, provide follow up data and check on status of students’ registration and other administrative duties. ($25,000 to be shared with the JumpStart programs)
• Add additional certificates to the program, especially certificates that are more attractive to female students. ($120,000 to be shared with the JumpStart programs)
• Provide funding for the underprepared students to take developmental reading, writing, and math courses in conjunction with their certificate courses. ($80,000 to be shared with the JumpStart programs)
• Attend some of the CPCC College Connection registration days for current CMS High School Seniors to recruit students for JumpStart programs. (South Meck, Olympic and Garinger as possibilities since they have a large ESL population)

Programs are designed to maximize the educational potential of participants by enabling them to be viable members of the workforce and contributing members to the community. The programs provide basic reading, writing, math and language acquisition which serves as the foundation for additional studies.

Unique features of the program are:

• All classes are free
• Many classes are open entry, open exit, are available at every campus (including distance), and are provided at numerous community locations
• Serve students from 163 different countries
• Serve students from age 16-70+ years

Successful outcomes for 2007-2008 include:

• Graduated over 900 students a year with either a diploma or GED
• Served over 13,000 (unduplicated headcount)
• Retained 78.9% of students

Innovative ideas for leveraging the success of the Literacy and Basic Skills programs:

• Provide a $500 scholarship for each graduate to transition into College classes ($450,000)
• Provide a dedicated counselor for basic skills to transition students into College classes ($39,067)
• Make funds available for the Adult High School Program students who cannot afford to purchase text books ($15,000)

Cooperative Education is an academic class commonly called Co-op, which blends classroom learning with practical work experience. Instead of attending class in a traditional classroom, students work with an employer in a position directly related to their field of study. Co-op is similar to an internship, but students receive academic credit either as an elective or as a required class. Through partnerships with the business community, students gain job experience which increases their chances of finding career-related employment upon graduation.

Unique features of the Co-op program are:

• Partnerships with the business community
• College credit for the work experience
• Guidance from faculty in the field of study to support students to completion
• Career exploration to bridge the preparation gap
• Combining school and work

Successful outcomes include:

• Providing over 400 work experiences annually
• Offering Co-op in 50 programs of study
• Partnering with approximately 300 employers annually
• Increasing the employability of students and linkages in their field of study
• Employment for students in the field of study or career exploration

Innovative ideas for leveraging the success of the Cooperative Education programs:

• Making Co-op more accessible and efficient for students by developing greater utilization of electronic resources such as electronic submission of paperwork, a Blackboard component in Co-op and video conferencing/synchronous chat. ($10,000)
• Taking marketing to the next level by promoting the advantages of participating in Co-op to students and by developing more Co-op work opportunities for students. Resources such as social networking, innovative website design, electronic newsletters, special events, posters, billboards, email, television, print and trade association participation could be utilized. ($25,000)
• Providing scholarships for students who cannot afford to participate in Co-op. Students must complete either 160 or 320 hours in a semester depending on the class credit earned limiting their ability to work another job and attend school. Co-op work experiences in some fields are traditionally unpaid and in the current economy more Co-op opportunities in all fields are unpaid. Additionally some positions require additional expenditures for career-related clothing, tools and testing. ($30,000).

Learning Communities are courses that are linked through a common theme with a cohort of students. They are designed to build a community of learners who support one another; and students make a connection to their instructors, who collaborate on their course content and track student progress. Benefits include: increased student retention and advancement; peer and instructor support in a learning centered environment; instant application of coursework; and diversity and cultural exploration.

Unique features of Learning Communities courses are:

• Faculty training in how to create collaborative assignments and “connect” with students
• Supportive environment for academic success and social connections
• Academic-specific learning groups that provide immediate insight into career fields

Successful outcomes include:

• 80% retention rate for Fall 2008 Learning Communities
• 58.1% increase in student engagement (based on pre- and post-course survey)
• 180% annual increase in number of learning communities

Innovative ideas for leveraging the success of the Learning Communities:

• Add an “Emerging Scholars” program for first year developmental learning communities linked to study skills courses. ($6,750 per semester - $25 per student)
• Add field trips to connect classroom lecture and textbook information to real-life career settings. ($7,500 per semester)
• Enhance the training for faculty for innovative ideas for course collaboration and student retention (including attendance at the National Learning Communities Conference). ($5,000 annually)

Visit www.cpcc.edu/learning-communities

College Experience provides qualified CMS high school students a head start on a college education. Students are required to be enrolled at Central Piedmont Community College (CPCC) for the fall and the spring semesters. Students take CMS approved CPCC courses as a part of the regular school day. Enrolled CE students are expected to perform on a college level, are regarded by CPCC as any other college student and receive identical treatment.

The Concurrent Enrollment Program at CPCC offers students, 16 years old or older, who live in North Carolina, who are currently enrolled in a North Carolina high school and who are in good standing and making satisfactory progress toward graduation, an opportunity to earn college credit at CPCC.  The Concurrent Enrollment Program provides eligible students a head start on a college education, advanced vocational preparation and personal enrichment opportunities. (Note: NC high schools include public, private, or home schools authorized by NC to operate as home schools.)

Learn and Earn Online - Previous NC Governor Mike Easley and the North Carolina General Assembly have initiated the Learn and Earn Online program for North Carolina public high school students. Qualified students in participating public high schools can take a variety of online college-credit courses at no cost to them or to their families. Students earn both high school and college credit for completed courses. These courses are offered during fall and spring semesters through community colleges.

CPCC is currently collaborating with CMS to pilot Learn & Earn through Spring 2010.

Unique features of the above program(s) are:

College Experience/Concurrent Enrollment:

• Tuition and fees are waived.
• CE students will receive a grade and one unit of credit for each CPCC course that grants a minimum of three (3) semester hours. Some courses are combined, taken concurrently, for a minimum of three semester hours. CPCC will also award a grade and college semester hours that will appear on the official college transcript established at CPCC.
• Students may earn certifications at CPCC by completing coursework appropriate to certain program areas while still in high school.

Successful outcomes include:

The number of students enrolled in College Experience and Concurrent Enrollment has increased by 102% over the past 6 years. With growing costs in 4-year college tuition and increased College Experience/Concurrent Enrollment at CPCC, the trend would indicate that there will be an increased need for services to high school students eligible for college level classes.

Innovative ideas for leveraging the success of the above programs:

• Pay for textbooks for College Experience students to encourage more high school students to enroll. This cost, previously incurred by CMS, will be incurred by students in the 2009/2010 academic year. (Average cost for approximately 1000 students per semester for 2 semesters = $100,000.00/academic year).
• Support academy models providing textbooks as well as any uniforms/supplies/tools
• Support for a Coordinator for Collaboration Education/Cooperative HS Programs

Visit www.cpcc.edu/hsprograms

Through implementation of the Online Student Profile system (OSP), all student services staff and faculty now have access to all entering high-risk students’ learning style assessment results, personality type assessment results, individual student goals, and early warning intervention notices to assist them in planning and decision making. More importantly, students have access to their own learning and personality results, which they use in examining their personal decision-making processes.

During the past six years, CPCC has established Student Success Centers at all six campuses, and a full complement of student services are provided at each location. Our centers serve as the centralized location where staff can connect potential and current students with the appropriate services.  This comprehensive, one-stop approach provides a positive educational experience for high-risk students who are most in need of special support services and who are least likely to participate where services are limited or dispersed.

These centers physically and organizationally integrate all college services and response mechanisms needed by current or potential students. Since the establishment of our first Student Success Center at our largest campus (Central Campus), the number of student services contacts with current or prospective students and SSC staff has grown from 36,000 to well over 100,000 each year.

Prior to developing the Centers, our staff conducted extensive research and studied best practices to address the needs of our high-risk students.  In addition, we reviewed recent studies conducted at CPCC that supported the need for an integrated, coordinated and centralized student success system.   In developing the Centers, our professional staff took the following steps:

1. Assessed the needs of the high-risk population
2. Established specific goals related to success of the high-risk population
3. Established desired outcomes
4. Established a “first referral” intake process ensuring that students were connected to appropriate resources
5. Implemented enhanced student tracking and a new student assessment process
6. Determined the specific services which were most appropriate and needed for the high-risk population
7. Established a comprehensive orientation process
8. Established  a developmental, goal-oriented student advising system with intervention strategies
9. Enhanced interaction with faculty teaching developmental classes
10. Established advisory committees to ensure coordinated efforts

The existence of Student Success Centers on the six campuses represents a massive commitment to all CPCC students, particularly those who fall in the high-risk population. These centers consolidate all intake, assessment and matriculation processes and services into a single location in order to enhance student success. Because of our significant improvement in retention and resulting enrollment growth, we believe that the existence of Student Success Centers on all CPCC campuses has made a significant positive impact upon increasing student success in achieving their desired goals.

With grant funding from the North Carolina Community College System, since October of 2008, CPCC has developed and implemented the first stages of a Minority Male Mentoring Program based on data gathered for a national study funded by the US Department of Education and also data gathered internally at CPCC, which indicates that male students are much more likely to drop out of CPCC than female students. Our internal data shows that while the female to male ratio of new, incoming students in Fall Term is 55% to 45%, of that same group of students one year later, the ration of female to male is 60% to 40%. Clearly, our male students, and particularly our minority male students. This program focuses on issues relating to:

• Retention
• Academic Achievement
• Career Networking
• Self-Esteem
• Professionalism

The initial grant funding provided for start-up costs, including purchase/creation of supplemental materials, training of mentors, recruitment of both current CPCC students and high school seniors to the program, and special orientation to CPCC programs. Goals for this project include improved retention and academic success for the targeted male students, with expansion to a larger student population to take place if success is documented. Due to our state’s budget shortfall, this program is in danger of being cut due to lack of funding.

Gates Foundation Funding: Ideas for Continuing and Expanding the CPCC Minority Male Mentoring Project

• Funding for continued operation at the current level during the pilot period, until student success data for the cohort is available.
• Funding for expansion of the program and dissemination activities to other colleges, should student success data show the program to be effective.

The Summer Bridge program is designed to provide a structured, supervised environment to assist first generation/low income recent high school graduates make the transition from high-school to college.

It has been in place for 10 years and generally occurs mid-June through mid-July each year. To participate in the Summer Bridge program, a student must be a graduate of CMS with an overall grade point average of 2.0, be recommended by either the Communities-In-Schools or CPCC’s Outreach and Recruitment Dept., take CPCC’s placement examination, and plan to enter a college or university in the fall semester following the Summer Bridge program. Summer Bridge Program courses offered include:

1. Study Skills
2. Expository Writing
3. English Refresher
4. College Algebra
5. Selected Topics in Math

Unique features of the Summer Bridge Program are:

• It offers a jumpstart to students’ college careers and offers long-term benefits toward college completion.
• The students that successfully complete the program can earn up to six hours of college credit.
• Students can transfer Expository Writing and College Algebra classes to the University System.

Successful outcomes include:

• 57 students participated in the June 2008 Summer Bridge program, of which 83% enrolled in classes at CPCC in the fall 2008 semester.
• 56% of the students that retook the Accuplacer Placement Exam upon completing the developmental courses (English Referesher and Selected Topics in Math) improved enough to change theirschedules.

Innovative ideas for leveraging the success of the Summer Bridge program:

• Provide part-time counselors/mentors to be available to the students on a daily basis to monitor the students and act as problem solvers.
• Provide tutorial assistance to the students within the timeframe of the Summer Bridge schedule.

This partnership between CPCC and Charlotte-Mecklenburg Schools (CMS) was the first to respond to the governor’s initiative to have a middle college program in every school system in North Carolina. Middle College is designed for high school juniors and seniors interested in completing high school graduation requirements while earning college credit through CPCC courses. Cato Middle College opened in the fall of 2007 with 57 students and has grown to over 100 in the 2008-09 academic year. Students have scored at a level III or IV on end-of-course tests in Algebra II Honors, US History Honors, Physics Honors and Chemistry Honors earning the school a distinction as a North Carolina “School of Excellence”.

Unique features of the program are:

• Students participate in an honors-level program while completing their high school diploma and earning college credit
• All high school and college level courses are taught on the CPCC Cato Campus through a combination of CMS teachers and CPCC faculty
• Program is open to rising juniors in Charlotte-Mecklenburg County

Successful outcomes include:

• Recognized as a North Carolina “School of Excellence” during first year (2007-08)
• Over 90.4% of students received a passing score (Level III or IV) on the North Carolina End-of-Course Exams (2007-08 school year followed by 2008 fall semester)

  Algebra II Honors	100% (07-08)	100% (Fall 2008)
  US History Honors	100% (07-08)	95% (Fall 2008)
  Physics Honors	95% (07-08)	95% (Fall 2008)
  Chemistry Honors	69% (07-08)	100% (Fall 2008)

• 98% of students who participated in CPCC college level courses passed with a “C” average or higher
• There were 0% reports of negative behavior or violent incidences in its first year
• 100% of the Cato Middle College students who applied to colleges or universities of their choice were accepted

Innovative ideas for leveraging the success of the Middle College program:

• Facilities Expansion: The program is rapidly approaching maximum capacity given the current physical space available at Cato campus. Additionally, there are no extra-curricular activities for students given the campus facilities and current personnel. The Middle College could be expanded to reach additional students by expanding the number of dedicated classrooms, labs, teacher offices and developing facilities to support extracurricular programs (athletics, health & wellness facilities).
• Personnel/Program Expansion: The program currently employs a principal, counselor and four CMS teachers onsite at the Cato campus. Additional teachers and counselors would allow the program to expand number of students without jeopardizing the student:teacher ratio necessary to ensure a quality learning environment.

Juniors and seniors in North Carolina public or private high schools may enroll in any one of the three Academies at CPCC – Criminal Justice, Construction Management, Automotive Systems and Motorsports. High school students enrolled in CPCC academies earn free college credit which may be applied to a 2-year degree.

Unique features of the CPCC Academies are:

• High school students explore career opportunities in professions while earning college credits.
• Classes are based on the Career Cluster model developed by the National Career Technical Education Foundation.

Successful outcomes include:

• Graduating seniors are better prepared for post-secondary education.
• Graduates are better prepared for a wide range of career opportunities from entry level through management and professional levels.
• Graduates may finish high school with a college degree or certification.

Innovative ideas for leveraging the success of the Academies:

• Produce a 2.5 minute T.V. spot/advertising with CPCC to be aired on channel 17, CMS, WSOC highlighting CPCC Academies for students in Mecklenburg County. (approx. $4000.00 to create)
• Fund the airtime cost on Ad Net (Time Warner Cable)– a two week “fly” (3-4 , 30 sec. spots /day for 2 weeks). (approx. $15,000).

The IT Academy Program is a partnership with major IT Vendors, CPCC, and local high schools to provide support for implementation of IT certification curricula. High Schools partners include Charlotte-Mecklenburg Schools (10 schools), Central Academy of Technology & Arts (Union County), Highland School of Technology (Gaston County), and Lake Norman High School (Iredell County).

Unique features of the IT Academies include:

• Curricula developed by the vendor
• Training model developed, facilitated, & supported by vendor
• Learning Management System that provides online evaluation and outcome analysis of student success within the global community
• Instructor training model designed to develop a well-qualified instructor pool utilizing known best-practices to facilitate student learning

Successful outcomes include:

• Annual training of 20-30 teachers
• 100% of teachers passed final exam requiring minimum score of 80% in 2008
• 100% pass rate of teachers on practical skills exam in 2008

Innovative ideas for leveraging the success of the IT Academies include:

• Instructor certification training and certification preparation. ($2,000 per course-estimate $40,000 annually)
• Mentoring and curriculum support as needed. ($1,500)
• Learning Management System support. ($1,500)
• Teacher update/retooling sessions to meet Continuing Education needs. ($4,000)
• Online curriculum and support resources provided for classroom delivery. ($1,500)
• Annual support visit to assist in classroom/lab setup and resource utilization. ($2,500)

This course introduces the College’s physical, academic, and social environment and promotes the personal development essential for success. Topics include: campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives.

Unique features of the program are:

• Students acquire orientation resources and skills specific to new college students.
• Students receive group counseling session for academic planning/choosing programs.
• Students learn navigation of Blackboard for future online course options.

Successful outcomes include:

• More than 7,200 students have taken ACA 111 since fall 2003.
• In-term retention rates for students who successfully complete ACA 111 (Grade of "C" or better) were 93.5%.
• ACA 111 is a pivotal course in Learning Communities, Minority Male Mentoring Program, and Summer Bridge, and is highly recommended for students entering college for the first time.
  

Innovative ideas for leveraging the success of ACA:

• Cost of the course is $50.00. Suggestion to require and offer ACA 111 tuition-free to all first time and T90990 students.
  

Visit www.cpcc.edu/aca

There is a critical shortage of engineers and engineering technologists entering the field at a time when technology is reinventing itself every few years. Project Lead The Way (PLTW) attempts to help meet the demand by offering a dynamic high school program that provides students with real-world learning and hands-on experience. Students interested in engineering, biomechanics, aeronautics, and other applied math and science arenas will discover PLTW is an exciting portal into these industries.

PLTW’s premier high school program, Pathway to Engineering, is a four-year course of study integrated into the students’ core curriculum. The combination of traditional math and science courses with innovative Pathway to Engineering courses prepares students for college majors in engineering and technology fields and offers them the opportunity to earn college credit while still in high school.

Pathway to Engineering courses engage high school students through a combination of activities-based, project-based, and problem-based (APPB) learning. APPB learning not only creates an environment for applying engineering concepts to real problems, but also prepares students to be an effective team member in college and on the job.

Unique features of the program are:

• Integrated into the students’ core curriculum Participate as part of a team
• real-world learning
• hands-on experience

Successful outcomes include:

• Preparation to:
  • Lead teams
  • Speak to a public audience
  • Conduct research
  • Understand real-world impacts
  • Analyze data
  • Learn outside the classroom
• College credit
• Ability for students to find out in high school that engineering is not for them and have time to prepare for another career path prior to entering college

Innovative ideas for leveraging the success of the Project Lead the Way programs:

• Provide scholarships for PLTW Students ($2,000 per student per year)
• Provide marketing material directed at PLTW students specific to CPCC ($3,000 per year)
• Provide dedicated recruiter for PLTW program ($35,000 per year)

The goal of the Apprenticeship 2000 program is to offer high school students opportunities in technical career fields, and employment after graduation. The Apprenticeship 2000 program, in return, offers sponsor employers a trained workforce of which that employer contributes to a significant portion of the students training. Recognizing the need for trained craftsmen, six European companies established the Apprenticeship 2000 program in an effort to train their own workforce. After graduation from the program, students can earn in upwards of $34,000 per year in their selected career fields.

The Apprenticeship 2000 program is an 8000-hour program that spans four years of training. Upon graduation, students earn an AAS degree in Manufacturing Technology, and a Journeyman’s Certificate awarded by the State of North Carolina. At graduation, each apprentice will have invested approximately 6400 hours inside one of the five sponsorship companies. The supplemental company instruction reinforces the student’s classroom training by taking the classroom examples into real life situations.

Unique features of the Apprenticeship 2000 program are:

• Paid tuition, books, and fees
• Paid 40-hour salary but only required to work 32 hours - allowed to spend one full day at school at the company’s expense
• Hands-on training in first semester of program

Successful outcomes include:

• North Carolina Journeyman’s Certificate
• AAS Degree in Manufacturing Technology
• Guaranteed job after graduation
• Salary up to $34,000
• Opportunities for travel and living abroad

Innovative ideas for leveraging the success of the Apprenticeship 2000 initiative:

• Provide scholarships and stipends to potential students that the companies could evaluate risk free to determine proper fit into the company ($1,000 scholarship, $4,500 stipend)

CCTI centers on best practices for easing student transitions from high school to college to employment.

Unique features of the program are:

• Building a relationship between high school, community college, and university giving students a career pathway between the three organizations
• Engaging students in career exploration and college exploration early in middle and high school

Successful outcomes include:

• Student exploration of careers at an early stage of Middle and high school attendance which lead students to determine career choices in time to allow them to choose high school courses to support those career choices
• High school coursework choices leading to college credit as well as high school credit
• Seamless transition from high school to community college and university studies

Innovative ideas for leveraging the success of the CCTI Model programs:

• College counselors, high school career development specialists, and college faculty participating with Middle School and High School students in counseling sessions set up career pathways for students with suggested courses of study at all levels -these would include college experience courses so that students could accumulate as much college credit while in high school as possible. (This is scalable. It could be started with PT at $2,000 per year, or much more for full time - $200K for three full time people)
• High school student exploration of college curricula at the post-secondary educational institution sites (College Days). ($1,500 per year)
• After/in-school school clubs at the middle and high school levels lead by college faculty and by business leaders to engage the students in career participation as fun and exciting activity. (Needs a full time coordinator - $45,000)
• Internships for high school juniors and seniors in their selected field of study. (PT $4,000)
• Early placement testing to allow high school students to view their tentative college placement in English, Reading, and Math in time to make the appropriate course selection at the high school level to improve their placement scores to avoid remedial work at the post-secondary level. (Again, scalable depending on how many tested - estimate $3,000)

CCTI centers on best practices for easing student transitions from high school to college to employment in Nursing and Allied Health Careers.

Unique features of the CCTI Model programs are:

• Allows high school students to complete selected college-level general education courses, required by many health career degree programs, as part of their high school class schedule.
• Through “College Experience”, students are advised about appropriate college courses available, and assisted to register for sections offered during their school hours.

Successful outcomes include:

• High School students interested in pursuing an associate degree in a health career will complete as many as four required general education courses in advance of applying for admission.
• High School students would be well-positioned to compete in the application process.
• Increased number of young applicants for health careers; potentially increasing the number of younger graduates at a time of critical workforce shortages, due in part to an aging health career workforce.

Innovative ideas for leveraging the success of the CCTI Model programs:

• A part-time student advisor dedicated to this initiative, which would develop a relationship with various high schools, and with the Health Occupations Coordinators at each school, for the purpose of disseminating information about the CCTI program to high school students and to their parents. ($19,000)
• Creative Marketing (brochures, media) for distribution. ($11,000)

The Fast Track Math program includes an intensive review of high school math courses offered before each semester and provides the opportunity for students to improve math course placement results, thus allowing them to skip one or two developmental math courses.

Unique features are:

• Students can cover 80-160 hours of mathematics in 15 hours
• Students take courses the week before their curriculum class starts, so their skills do not deteriorate while waiting for the next math class.
• Classes are not self paced, and students make a personal connection with an instructor and other students, thus increasing the chance for success

Successful outcomes include:

• 70% of Fast Track Math students advanced at least one level
• 85% of those students completed their next developmental math course with a grade of "C" or better
• Improvements shown in retention and grade performance

Innovative ideas for leveraging the success of the Fast Track programs:

• Currently offered through CCE, so all students must pay out of pocket. This often excludes students based on their financial need. Scholarships for this course are needed or placement in CCL as an alternative developmental set of courses.
• Although the course has been successful, it is still “one size fits all”. There is a need to modularize the developmental math courses offered through the CCL and then to provide testing to identify an individual’s mastery and weaknesses. This could be accomplished by convening developmental instructors across the State to come together for a “Curriculum Improvement Project” for developmental mathematics, and possibly for English and reading as well.

The ESL Instructor Fast Track Training (ESLIFTT) is an online teacher training program that prepares individuals to work with adult English language learners. The training is designed to be facilitated by qualified ESL instructors and is offered in a non-credit format resulting in a certificate and 3 Continuing Education Units (CEUs). The course is highly interactive with narrative, video, flash presentations, photos and links. Below is a description of how the course is structured.

• Introduction—Orientation to Online Learning
• Module 1: Adult ESL Learners: Core Issues
• Module 2: Second Language Acquisition: The Adult Learner Perspective
• Module 3: Proven Teaching Practices: Reaching the Adult ESL Learner
• Module 4: Effective Lesson Design and Classroom Teaching Methods
• Module 5: Leading Classroom Observation and Reflection

Unique features are:

• Five-module (8-week) series developed by a team of Adult ESL providers and trainers
• Peer-reviewed content by experts in Adult English language teaching and learning
• Flexible, instructor-facilitated delivery model
• Multimedia-enhanced, SCORM compliant, fully online training program
• Adaptation options for various training or professional development needs

Successful outcomes will include:

• The fastest growing population in adult literacy education is the English as a Second Language ESL immigrant community. According to the Migration Policy Institute (2008), 6.4 million immigrants will require English language instruction to pass the US Citizenship test. Traditionally, the immigrant community has relied on the community college to meet its educational needs. The demand for English language instruction in most programs far exceeds the supply (New York Times, 2/27/07). There is a shortage of trained Adult ESL instructors, particularly in emergent ESL states where immigrant populations are relatively new. The ESL Instructor Fast Track Training (ESLIFTT) program was developed to meet the instructional needs of the Adult ESL student by increasing the ESL instructor workforce.

Innovative ideas for leveraging the success of the ESL Instructor Fast Track Training program:

• The vision of this project is for the community college system to serve as the nexus for English language instruction and teacher training in Adult literacy. In order to make the program widely accessible, we propose a national dissemination model that will allow for community colleges to implement the training in their local community. Community colleges will be able to access ESLIFTT for local implementation through a membership agreement in spring 2010. The membership concept will allow for the creation of a professional development cadre of Adult ESL trainers who will be able to leverage their individual resources to be more responsive to the needs of their own communities. We request funding to sustain and develop the ESLIFTT program.

The State of North Carolina has numerous resources to help individuals who have been laid off transition into new jobs. As a catalyst for economic development, CPCC works closely with several community agencies, the Workforce Development Board, Employment Security Commission and local JobLink Centers to connect displaced workers with resources for advancing their educational credentials. The College also offers a variety of resources for individuals transitioning into new careers.

Visit www.cpcc.edu/changingcareers

The demands for energy are growing around the world. This growth combined with environmental and sustainability concerns, national security issues, and interruptions in supply due to natural disaster is focusing new attention and new investment in the energy sector. In a very real way a whole new energy economy is rapidly emerging.

This CPCC Energy Portal has been designed for the following groups of learners:

• High school students looking for a career path
• CPCC students evaluating possible career choices
• Employed workers exploring alternative careers
• Career professionals seeking to enhance their careers
• Unemployed or underemployed workers looking for jobs that match their interests and skills
• Energy sector employers who want to enhance the skills of their workforce and connect with CPCC students to meet growing demand.
• Lifelong learners who just want to learn more about what is happening in the rapidly advancing energy sector.

Regardless of what group you fall into we hope you will be engaged by the information and links provided on our Energy Portal and by the programs CPCC offers that can get you connected to the new energy economy.

Visit www.cpcc.edu/energy