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A Community Rapid Response Model

Creating a New Future:. A Community Rapid Response Model. History at Corning Community College. Prior to 2004 Corporate Education offered customized, corporate training Continuing Education supported evening/weekend credit courses Admissions worked with dislocated workers

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A Community Rapid Response Model

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  1. Creating a New Future: A Community Rapid Response Model

  2. History at Corning Community College

  3. Prior to 2004 • Corporate Education offered customized, corporate training • Continuing Education supported evening/weekend credit courses • Admissions worked with dislocated workers • All departments worked with CSS Workforce New York • ITAs for returning students • Funding for corporate training • OJT contracts with local businesses • Continuing Education began to experiment with cohort-based programs for evening/weekend students

  4. Prior to 2004 • Workforce New York controlled Workforce Investment Act (WIA) and Trade Readjustment Act (TRA) funds • 2-year Associate Degree programs were approved for training • Vocational Educational Services for Individuals with Disabilities (VESID) also approved individuals for 2-year Associate Degree training programs

  5. Prior to 2004 • Corning Community College managed the Workforce New York One-Stop Center in Corning, NY (Steuben County) • CCC was also a partner agency in the four other One-Stop Centers in their 3-county region • Elmira, NY (Chemung County)+ • Watkins Glen, NY (Schuyler County) • Bath, NY (Steuben County) • Hornell, NY (Steuben County)

  6. CCC’s Service Region

  7. Prior to 2004 CCC’s Reporting Structure

  8. Prior to 2004 CCC’s Reporting Structure

  9. 2004-05 Forces of Change Converge

  10. CCC’s Current Reporting Structure

  11. 2004-05 • Forces of Change Converge • New administration expected income generation to cover salaries in Workforce Development • New programming was needed

  12. 2004-05 • Forces of Change Converge • Local Workforce Investment Board (WIB) changes focus of training to short-term training (1 year or less) • Does not affect TRA training, just WIA training

  13. 2004-05 • Forces of Change Converge • VESID also begins to be more selective with training approval, usually short-term training

  14. DECISION CCC’s Workforce Development and Community Education Department decided to create new non-credit certificates to meet workforce needs

  15. WHAT PROGRAMS? • Local In-Demand Occupation List • http://www.csswfny.com/service_jobseekers.asp • What occupation training is within CCC’s area of expertise? • Available resources • Budget considerations • Personnel

  16. WHAT PROGRAMS? • Manufacturing • Manufacturing Career Pathway

  17. WHAT PROGRAMS? • Hospitality Industry • Serve-safe training • Customer Service training

  18. WHAT PROGRAMS? • Health Care • Medical Coding • Certified Nurse Assistant (CNA)

  19. What We Learned • Non-Credit Certificates • Students referred had numerous obstacles to success: • Funding • Childcare • Lack of success in previous education experiences • Felony histories • Case management approach was necessary

  20. What We Learned • Non-Credit Certificates • Only students who had third-party funding could afford to take non-credit certificates • Partnership with CSS Workforce New York was critical • Third-party funders wanted some type of certification • ex. Certified Nurse Assistant licensing exam • Third-party funding also linked to positive outcomes, i.e. employment • Mini-job fairs held with selected employers

  21. MEANWHILE…. • IN CONTINUING EDUCATION...

  22. FORCES AT WORK • Growth in Corporate Contracts for • Credit Programming • Need for program completion during nights/weekends • Increasing requests to “speed” graduation

  23. More After 4:00 Program • CCC had experience with “cohort model” • Continuing Education developed accelerated course model for Associate’s degree • Business Administration first program offered

  24. More After 4:00 Program • Model • Each semester divided into 2 8-week segments • Each 8-weeks, students take one course on T/Th nights, 5:30-8:30 and one course on Saturdays, 8:30-2:30 • Course times are modified for 4-cr. Courses • Students choose electives

  25. More After 4:00 Program • Model • Students take classes for two years, including summers to complete programs • Allows students to be full-time and apply for full-time financial aid (PELL, TAP) • Accelerated courses mean that students are only taking 2 courses at a time

  26. More After 4:00 Program Programs Offered Business Administration Business Administration—Banking Chemical Dependency Counseling Human Services Manufacturing Leadership Manufacturing Technology

  27. What We Learned • More After 4:00 • Some courses are difficult to accelerate • ex. Lab courses • Some career pathways have additional time constraints • ex. Business Administration—Banking • Flexibility is the key to success • Student services must be in place

  28. Changes in 2007 • Corning Community College, together with Chemung County, would open the Academic and Workforce Development Center in Elmira, NY

  29. Concept • Combine the Workforce New York One-Stop with partner agencies. • Corning Community College=lead agency • Classroom space for training/education • Make it a true one-stop shop for training, education, job search activities

  30. CCC’s Academic and Workforce Development Center

  31. Partner Agencies • CSS Workforce New York • NYS Department of Labor • VESID • OTDA • Economic Opportunity Program • NYS Department of Social Services • Chemung County Project for Bail • Greater Southern Tier (GST) BOCES

  32. Programming • To develop programming to meet employer/customer needs, a new approach was needed…

  33. The Question: • How to combine the best of noncredit • Speed to market • Flexibility with scheduling • With the best of credit? • Certified skills training • College credit for training.

  34. The Answer: Adult Career Pathways Programs

  35. Questions: • Which Programs? • What Format? • Who Should we Recruit? • Entrance Requirements?

  36. Which Programs? • What do you offer that is unique? • What do you do best? • What do your local businesses/industries need? • Local in-demand occupation list • http://www.csswfny.com/service_jobseekers.asp • Can you modify current programs? • What’s missing? • Issues with creating new credit programs

  37. CCC’s Career Pathways • Certified Teacher Assistant • No new courses, just a “repackaging” of existing courses • All courses transfer to Liberal Arts/Education program for students who may want to continue • Certified with BOCES that all selected courses appropriate for NYS Teacher Assistant Certification • Involved local school superintendents • Offered at variety of times, locations to meet needs of employed and unemployed

  38. CCC’s Career Pathways • Human Services—Direct Support Professional • No new courses, just a “repackaging” of existing courses • All courses transfer to Human Services program for students who may want to continue • Involved local agencies who support individuals with developmental disabilities • Offered some accelerated courses, so students could complete in 1 semester

  39. CCC’s Career Pathways • Machining • No new courses, just a “repackaging” of existing courses • All courses transfer to Machine Tool Technology program for students who may want to continue • Involved local industry to determine basic skill set necessary • Offered some accelerated courses, so students could complete in 2 semesters

  40. CCC’s Career Pathways • Auto Body and Fabrication • A “repackaging” of existing courses • Added a non-credit Blue Print Reading • All courses transfer to Auto Body Technology AOS program for students who may want to continue • Involved local industry to determine basic skill set necessary; transferrable skills for aviation industry

  41. CCC’s Career Pathways • Office Fundamentals/Customer Services • No new courses, just a “repackaging” of existing courses • All courses transfer to Business Administration AAS program for students who may want to continue • Involved local industry to determine basic skill set necessary; designed for call center industry • Offered some accelerated courses, so students could complete in 1 semester

  42. CCC’s Career Pathways • Accounting • No new courses, just a “repackaging” of existing courses • All courses transfer to Accounting AAS program for students who may want to continue • Involved local industry to determine basic skill set necessary; designed for bookkeeping positions • Offered some accelerated courses, so students could complete in 2 semesters

  43. What Format? • Traditional 15-week semester or accelerated courses? • Summer courses? • What time of day/evening?

  44. Who Should We Recruit? • Target Audience • Unemployed/Underemployed • Incumbent Workers • Out-of-school Youth

  45. How Should We Recruit? • Target Audience • Unemployed/Underemployed • Partnership with CSS Workforce New York is Critical • Brokered trainings • ITAs • Mailings • Direct contact to unemployed individuals • Extra approval sessions/dates

  46. Process

  47. What We’ve Learned • Relationships with CSS Workforce New York is critical • Need to have infrastructure in place • Courses—formats, times, locations • Advisors—must have trained advisors • Support—must have support of top administration as well as faculty

  48. What We’ve Learned • Relationships with Academic Affairs • Recruitment is key • Need a case management approach • Supportive services must be in place • Financial aid • Tutoring • Transportation • Child care

  49. Now… • It’s Your Turn…

  50. Research

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