ANNUAL REPORT 2013–2014 US President Barack Obama Visits CCAC's West Hills Center April 16, 2014

COMMUNITY COLLEGE OF ALLEGHENY COUNTY

ANNUAL REPORT 2013–2014

US President Barack Obama Visits CCAC’s West Hills Center April 16, 2014

CCAC LEADERSHIP CCAC Board of Trustees Amy M. Kuntz, Chair Mona N. Generett, PhD, Assistant Secretary Charlene G. Petrelli (’85 & ’12) Gregory K. Peaslee, Vice-chair Elayne Arrington, PhD Charles M. Powell Honorable Jay Costa Jr., JD (’77), Treasurer William T. Cagney James Sacco James M. Flynn Jr., Assistant Treasurer Mary Ann Eisenreich Joyce A. Snell Martha Woodward Isler, Secretary Kevin P. Kinross Frederick Thieman, JD

CCAC Educational Foundation Board of Directors Peter M. DeComo (’73 & ’09), President Edward Karlovich (’80) John Dziak, Emeritus Gerald Lopes, Vice President Linda Kortlandt Teresa Fedele, Emeritus Peter J. Muth, Treasurer Amy M. Kuntz Lawrence V. Gleason, Emeritus Cathy D. Ginsberg, Secretary Louis E. Leff, MD Douglas Knable, Emeritus Emanuel DiNatale (’76), At-large Angela Longo (’84) Timothy Merrill Jr., Emeritus Charlene G. Petrelli (’85 & ’12), At-large Stephen K. Pilotti Candice P. Mill, Emeritus Rachel Lorey Allen Michele Rice Robert M. Mill (’73 & ’98), Emeritus Jesse C. Campayno (’81) Robert Sendall (’78) Quintin B. Bullock, DDS, Ex-officio Stephen D’Angelo James Urban CCAC President Patricia J. Darnley Elise Yanders Rose Ann DiCola, Ex-officio Anthony A. Ditka Sharon Young (’75) Executive Director Gary Glausser Michael Adamcyk (’76), Emeritus David Hall George K. Beck, Emeritus Mary Beth Johnson Linda Dickerson, Emeritus

CCAC President’s Cabinet Quintin B. Bullock, DDS Anthony L. DiTommaso, Esquire Charlene Newkirk, JD President Vice President, Compliance & Legal Affairs Campus President, South Campus & Washington County Center Mary Frances Archey, EdD Donna L. Imhoff, PhD Vice President, Student Success & Completion Campus President, Allegheny Campus Clyde W. Pickett & Homewood-Brushton Center Special Assistant to the President, Diversity Joyce Breckenridge & Inclusion Vice President, Business & Administration/CFO Mary Lou Kennedy, EdD Acting Campus President, North Campus Bonita L. Richardson Nancilee Burzachechi, JD, CFRE & West Hills Center Vice President, Institutional Advancement Assistant to the President & External Government Relations; Honorable Charles J. Martoni, PhD Paul A. Schwarzmiller Open Records Officer Campus President, Boyce Campus Vice President, Human Resources & Braddock Hills Center Daniel M. Carr Internal Auditor Rose Ann DiCola Executive Director, CCAC Educational Foundation Board and Cabinet listings are current as of September 2014.

Nondiscrimination Policy The Community College of Allegheny County and its Board of Trustees are committed to the principle of equal opportunity in education and employment for all. CCAC does not discriminate based upon race, color, religion, national origin, ancestry or place of birth, sex, gender identity or expression, sexual orientation, disability, use of a guide or support animal due to disability, marital status, familial status, genetic information, veteran status or age. Creating, supporting and About the Community College of Allegheny County (CCAC) sustaining a diverse community will prepare our students to be effective in the world outside of CCAC. Questions may be addressed to [email protected]. CCAC annually educates more than 30,000 credit students through 152 degree, certificate, diploma and transfer programs and offers thousands of students access to noncredit and workforce development courses. The learning-centered institution’s mission is to provide affordable access to quality education and offer a dynamic, Notifications of nondiscrimination and contact information can be found at ccac.edu, search keywords “notifications of nondiscrimination.” diverse and supportive learning environment that prepares the region’s residents for academic, professional and personal success in our changing global society. CCAC’s Individuals with disabilities who are requesting accommodations should contact the Supportive Services for Students with Disabilities office at 412.469.6215. quality programs enable students to transfer credits to 462 colleges and universities and support regional workforce needs with accessible instruction available day, This publication is available in alternate formats; contact 412.469.6215. evening, weekend and online in Allegheny County and beyond. Visit ccac.edu to learn more. A MESSAGE FROM THE OFFICE OF THE PRESIDENT It is a great time to be a part of the Community College of Allegheny County. Long recognized as one of Pennsylvania’s preeminent community colleges, CCAC is fast becoming one of the nation’s leading two-year postsecondary educational institutions. From groundbreaking student success initiatives to top ranked academic and community-based programs to serving a student population that surpasses 55,000 per year, CCAC is increasingly finding itself part of the national dialogue regarding the vital role community colleges play in educating our country’s workforce. CCAC’s profile was further raised when, in a rare joint appearance, President Barack Obama and Vice President Joe Biden visited the college to tour our West Hills Center to learn more about CCAC’s innovative workforce training programs, including our Mechatronics Technology program which the president touted as a model for the nation. As CCAC president, I’m pleased to present the college’s 2013–2014 annual report. I thank all those in the CCAC community who lent their time, talents and expertise in order to advance the educational mission of this institution. I am especially grateful to the leadership of the CCAC Board of Trustees who, together with college leadership, paved the way for many of the initiatives highlighted in this report. Together, as we pause to reflect on past accomplishments, we do so with the knowledge that we have many challenges that lie ahead. Yet as the many achievements contained within these pages illustrate, CCAC is an institution where possibilities are only the beginning of our shared journey together. I look forward to working with each of you as we continue to seek a transformational educational experience for our students while creating a vibrant community for us all. Sincerely,

Quintin B. Bullock, DDS President Community College of Allegheny County

ANNUAL REPORT 2013–2014 1 NURSING AVIATION Occupational Therapy Workforce Assistant Development 1 4 8 20 26 28 12 14 30 BUSINESS COMPUTER INFORMATION TECHNOLOGY

ACCOUNTING WELDING REPORT 2013–2014

ART HISTORY ART CRIMINOLOGY ......

...... ENGINEERING DESIGN ANNUAL ANNUAL & DRAFTING Paralegal

Inside Front Cover Inside Front TECHNICAL THEATER Pharmacy Technician EARLY EDUCATION & ......

CHILD DEVELOPMENT Culinary arts

...... MAGNETIC Health Information RESONANCE IMAGING Technology

INTEGRATED

...... DIETETIC SYSTEMS

...... ENGINEERING ...... TECHNICIAN TECHNOLOGY

...... COMPUTER ...... Chemistry INFORMATION SYSTEMS

CCAC Civil DIAGNOSTIC MEDICAL SONOGRAPHER

a Glance a Engineering Technology Electronic Engineering Sheet Metal Message from the Office of the President the of Office the from Message This publication was created by the CCAC Office of Institutional Advancement.Writer: Elizabeth Johnston Managing Editor & Susanne L. Kelley Layout: Page & Graphic Design Copy Editor: Richard A. Surdyk Annie O’Neill & Gene Puskar Clark/BD&E, Elizabeth Johnston, Terry Appel, Photography: Joe Wang Garofalo & Lucy Giovanni Smay, Kevin Team: Planning & Institutional Research Statistical information provided by the CCAC CCAC Financial Report Financial CCAC Reflections of Graduation A Conversation with CCAC President Quintin B. Bullock B. Quintin President CCAC with Conversation A Limits Learning Without CCAC Leadership Marketplace Global the for Training A Collection of Alumni Profiles Beyond the Classroom: A Model for the Nation: Impressions of a Presidential Visit Presidential a of Impressions Nation: the for Model A CCAC At CCAC Worker Technology

Automotive MECHNICAL2 DRAFTING

Inside Inside Technology

& DESIGN TECHNOLOGY

Specialist Medical Insurance Medical Heating & Air Conditioning Heating & 3 REPORT 2013–2014 ANNUAL ANNUAL

NURSING COMPUTER INFORMATION TECHNOLOGY A Conversation with CCAC President Quintin B. Bullock On December 4, 2013, following an extensive nationwide search, the Community College of Allegheny County Board of Trustees unanimously appointed Dr. Quintin B. Bullock as the college’s ninth president. He began serving as CCAC president on March 5, 2014. Bullock has a long and storied career in postsecondary education leadership. Before joining CCAC, Bullock served as president of Schenectady County Community College in New York where he ushered in a number of strategic academic, operational and capital initiatives, including the development of SCCC’s first out-of-county extension site in Albany, New York. Prior to his tenure with SCCC, he served as provost of both the Norfolk and Virginia Beach campuses of Tidewater Community College in Virginia. Bullock holds bachelor’s and master’s degrees from Prairie View A&M University and a Doctor of Dental Surgery degree from the University of Texas Health Science Center: Dental Branch. He is also a graduate of the League for Innovation in the Community College Executive Leadership Institute; the American Association for Community Colleges Future Leaders Program, the Thomas Lakin Institute for Mentored Leaders; the Wharton/RHE Program in Higher Education; and the Harvard Seminar for New Presidents. On the occasion of his 100th day in office, President Bullock shared his impressions of CCAC and the plans he has for his administration, including his vision for the future direction of the college.

Since coming on board as president of the Community College of Allegheny County, what have you been most impressed to discover about the college? QBB: CCAC is impressive on so many fronts, not least of which is the fact that the college is strategically positioned to provide affordable access to higher education throughout southwestern Pennsylvania. In addition to offering multiple locations, CCAC offers an extensive range of program options that align with critical educational pathways and career options for individuals choosing to begin or continue their education. This, combined with strong working relationships with business and industry, foundations, civic organizations and other institutions, makes CCAC an essential and much cherished community asset for the entire region. What do you consider to be the college’s greatest assets and/or achievements? QBB: CCAC simply could not be the educational tour-de-force that it is without its people. From extremely knowledgeable and dedicated faculty and staff who are committed to helping our students succeed to the students themselves who are as diverse and interesting as the programs they choose to study, CCAC continues to offer a rich and rewarding educational experience. CCAC is fortunate to have numerous other assets, many of which stem from the very strong emphasis the college places on student success and achievement. For example, the college has launched several highly successful initiatives to support student success, including our nationally acclaimed Math Cafés and Learning Commons, where students can drop-in as needed to get one-on-one and group tutoring in core subjects, as well as our Middle College High School program currently operating at CCAC’s Boyce Campus location.

4 ANNUAL REPORT 2013–2014 A Conversation with CCAC President Quintin B. Bullock (continued)

What do you see as the college’s greatest need and/or challenge for the upcoming year? QBB: CCAC needs to continue reaching out to the community so that all who may benefit from a college education have the opportunity to do so. Increasing enrollment not only enables future generations to realize their full academic potential, it also enables CCAC to operate with additional resources. CCAC faces many pressing concerns, including the need to bring in additional faculty and staff to support instruction and college services. In addition, CCAC faces major facility challenges on each of the four campuses, including much-needed upgrades to our IT services and other facility-related upgrades and improvements. How do you define student success and achievement? QBB: Student success and achievement for me is often measured by the goals students set for themselves, appreciating that each student has a different reason for attending CCAC. For some students the goal might be to complete a program, graduate and continue their education at a four-year institution; for others, the goal is to earn a degree or certificate and immediately enter the workforce. For others still, it is a case of going back to college to obtain additional credentialing in order to advance in their careers. And too, there is a group of students for whom college is a unique family experience. These first generation college students often gauge success from the moment in which they first enroll until the moment they receive their degree. So, it’s certainly fitting that in addition to all of the traditional ways the college as a whole defines success, that I as president also measure success through the individual achievements of our students. What can colleges—and CCAC specifically—do to close the achievement gap? QBB: We need to work collaboratively with pre-K to 12th grade schools in order to ensure that as educators, we are providing instruction that aligns with the educational needs of our students, including ensuring that students are acquiring the knowledge and skills they will need to progress through their studies. We must also ensure that we have sufficient resources available to support the wide range of services required to support our day, evening, weekend and online students any time those services are needed.

ANNUAL REPORT 2013–2014 5 A Conversation with CCAC President Quintin B. Bullock (continued)

Given President Obama’s challenge to the nation’s community colleges to graduate an additional five million students by the year 2020, what is CCAC doing to meet this challenge? QBB: In keeping with the National Graduation Initiative, CCAC is striving for a 10-year graduation completion rate of 33,000 graduates by the year 2020. To meet this challenge, CCAC has put programs in place designed to foster student success, particularly in core subjects. We are also working on expanding dual enrollment offerings in the high schools to assist in increasing student college readiness early on, by allowing students to take college classes while still in high school and with the hope that these students will then turn to CCAC when selecting a college. On another front, we are expanding our outreach efforts in order to get more students on the path toward pursuing postsecondary education and degree completion which in turn helps increase the graduation rates. It is clear from your past successes with Schenectady County and Tidewater Community Colleges that you are someone who seeks to build on a college’s existing strengths through expansion. What are your plans for CCAC? QBB: My plan is to continue to build on CCAC’s current successes while seeking new opportunities for expansion. CCAC is rapidly carving out a niche for industry-led career training, particularly in the state’s burgeoning energy sector. We are exploring ways to provide additional educational opportunities, including offering training at new locations such as Pittsburgh’s Energy Innovation Center. Other areas for expansion might include a new culinary arts school which would enable CCAC to respond to industry demands for skilled workers to support the region’s restaurants, hotels and resorts, while bringing back what was once a signature program for CCAC but one that has faced challenges in recent years. I would also be open to exploring the viability of offering some level of student housing as a way to support students who need access to affordable and accessible housing. Certainly, as we move through the process of uncovering potential opportunities such as these, many important questions will need to be asked. Where will be the greatest potential for growth? What steps can the college take now to capitalize on future opportunities? And how can we best prepare our students for future careers in an ever-increasing technology-driven marketplace? There is a lot of talk today about providing training that is designed to meet the needs of today’s workforce. How do you see CCAC meeting this need? QBB: This is an evolving discussion, one that requires very fluid, forward-thinking planning. When assessing program offerings, we do so with a critical eye toward curriculum development, real-world applicability, delivery methods and learning outcomes. On a wider front, we are seeking answers to several questions including: Are there ways to be very creative by offering accelerated training programs? Should we explore the “cohort” model? Can we offer industry-specific or national certifications in order to facilitate job readiness and immediate employment? Whenever practical, CCAC partners with business and industry and trade organizations in order to develop industry-driven workforce programs that enable individuals to obtain the necessary knowledge and skill sets in order to secure employment in career-advancing fields. Pittsburgh has recently been touting itself as a “hub for immigration.” What steps is CCAC taking to reach out to immigrants and other minority populations? QBB: As a community-focused institution, CCAC is dedicated to serving all members of our community. CCAC has forged partnerships with a number of organizations that have diversity and inclusion as their primary mission, including the Diversity Subcommittee, Pennsylvania Commission on Higher Education; Western Pennsylvania Diversity Initiative; Global Pittsburgh; PERSAD; YWCA Center for Gender & Racial Equity; Vibrant Pittsburgh and the Urban League of Greater Pittsburgh, just to name a few. Through these partnerships and other outreach efforts, CCAC works to attract minorities and recently-arrived immigrants in the hopes that these individuals might consider CCAC for both educational and employment opportunities. On another front, the college’s own Office of Diversity and Inclusion has developed a tactical plan to advance the understanding of and appreciation for diversity in all its forms both within the college and in the wider community.

6 ANNUAL REPORT 2013–2014 A Conversation with CCAC President Quintin B. Bullock (continued)

What do you see as the skill sets and academic credentials most in demand for the Pittsburgh region? QBB: Given the region’s wealth of natural resources, technology-based economy and aging population, knowledge and skills that align with careers in the health care, natural gas, energy and technology sectors are currently in demand and should be for some time in the future. In addition, solid business skills are always sought after, as are skills frequently used in the building, construction and automotive trades. With Pittsburgh currently undergoing a bit of a renaissance, individuals who can meet the needs of a growing, innovation-based economy are going to be most in demand. And because more and more of these positions require associate degrees or certificates, CCAC is well-poised to provide the training needed for jobs in these career fields. As more and more college students struggle to afford the cost of college, what measures is CCAC taking to ensure that the college stays true to its mission to provide accessible, affordable, quality education for all members of our community? QBB: At CCAC, we are very sensitive to the cost of a college education and are doing everything possible to keep college affordable for our students. Despite very minimal increases in tuition in recent years, CCAC continues to offer the best value for money of any college in the region. Just by spending their first two years at CCAC, our students save on average $19,000 over other public colleges and universities in the region. And the savings are even more significant when comparing CCAC with private four-year institutions. Having said that, we understand that even modest tuition charges can be challenging for some students and for these students, we offer scholarships and grant-funded program options to enable students to attend college at highly-subsidized levels, if not for free. Last year alone, CCAC students received nearly $53 million in financial aid, including grants, loans, scholarships and work-study employment opportunities. Finally, what advice would you give to today’s college student or those considering college? QBB: At its very best, college should be a place to explore life’s possibilities. I would let anyone considering college know that a community college education provides an exceptional opportunity for self-discovery through exposure to new areas of learning, new ideas, people, cultures and experiences. College is the place to acquire the self- confidence, skills and knowledge necessary to take those next steps in life. Whether that includes continuing one’s educational journey, forging a new career or enjoying the opportunity to become a life-long learner, college—and CCAC in particular—is the place to do this.

ANNUAL REPORT 2013–2014 7 Learning Without Limits

Ever since its founding in 1966, CCAC, like many other community colleges across the nation, has embraced the concept of providing affordable access to quality higher education. For hundreds of thousands of the region’s residents, CCAC has been the gateway to a more fulfilled and prosperous future, offering an avenue to a college education oftentimes not otherwise available. In this challenging economic environment, how can community colleges continue to remain academically competitive, offer the range of programs and support services for which community colleges are so well known while still keeping tuition within reach for students? Focusing on Student Success For CCAC, the answer has always been to focus on the student. And in the 2013–2014 academic year, CCAC continued to enhance the learning experience for students by doing just that. An open enrollment institution, CCAC offers programs and courses designed for a diverse range of student abilities and readiness—from the academically gifted to those with learning disabilities as well as all levels in between. As part of the national Achieving the Dream initiative, CCAC implemented a series of programs and procedures geared at increasing student success and completion. These included: making orientation mandatory for first-time CCAC students; offering an Accelerated Learning Program, a paired-course offering requiring students to enroll in English 100 and English 101 simultaneously in order to enhance student success (84 and 83 percent of ALP fall 2013 and spring 2014 cohorts passed both courses in one term, respectively); utilizing a flipped classroom model where students watch lectures outside of the classroom and participate in hands-on learning activities in the classroom—CCAC offered 24 sections of its flipped Math 080 Arithmetic Fundamentals course; hosted seminars through The Democracy Commitment, a national initiative aimed at engaging students in civic learning and the democratic process across the country; and implementing the Learning Commons and expanding the Math Cafés, dedicated, student-friendly facilities where students can receive help in reading, writing and math. These programs, along with the identification of student success coaches, and combined with new initiatives rolling out for the 2014–2015 academic year, are some of the reasons why CCAC remains on track to meet or beat President Obama’s challenge to the nation’s community colleges to graduate 50 percent more students over the 2010–2020 decade. In 2014, the number of CCAC graduates increased to 2,783 from the previous year’s total of 2,655. For those students with demonstrated academic talents, the college continued to offer its much-lauded Honors Program, designed to enhance critical thinking skills and independent investigation and increase involvement in college and community service learning projects and participation in regional and national honors conferences. In 2013–2014, 407 students participated in this academically rigorous program. CCAC also continued to offer other student enrichment opportunities outside the classroom. In April, CCAC students joined President Quintin B. Bullock and members of the state’s 13 other community colleges at the State Capitol in Harrisburg for Lobby Day 2014, an annual event designed to rally support for the commonwealth’s community colleges. While there, the students had the opportunity to meet their legislators. The students met with Senators Jay Costa Jr., JD (CCAC Class of 1977), Wayne D. Fontana (CCAC Class of 1971), Randy Vulakovich and Representative Mark Mustio and were introduced on the Senate floor by Senator Costa and on the House floor by Representative Mike Turzai. Additionally, in keeping with CCAC’s continuing commitment to increase cultural competency and facilitate multicultural understanding, the college offered opportunities to learn about other cultures first-hand. On September 18, 2013, CCAC students participated in a naturalization ceremony overseen by U.S. Citizenship and Immigration Services and held in the auditorium of the Foerster Student Service Center on Allegheny Campus. During the moving two-hour ceremony, nearly 50

8 ANNUAL REPORT 2013–2014 Retention & Progression Rates Math Café use by MAT 080 students

No Use 1–2 Visits 3+ Visits 95% 87% 82% 78% 72% 73%

Retained to Spring Enrollment in MAT 090

Math Café Course Pass Rates

No Use 1–2 Visits 3+ Visits

71% 66% 57% 54% 53% 51%

MAT 080 MAT 090

ANNUAL REPORT 2013–2014 9 Learning

Without Limits (continued) individuals representing a total of 30 countries became U.S. citizens. In yet another moving event which took place in April 2014, CCAC students had an opportunity to Stand Against Racism in a rally co-hosted by the YWCA of Greater Pittsburgh Center for Race and Gender Equity and CCAC. Pittsburgh Mayor Bill Peduto was among a host of speakers who shared their own personal stories about their journeys seeking racial understanding, harmony and justice. Spotlight— CCAC’s Learning Commons & Math Cafés: Measuring Success One Student at a Time Established through a $1.59 million award from the U.S. Department of Education as part of the Title III, Part A: Strengthening Institutions grant, the college’s Learning Commons were designed to improve the skills and abilities of students in English and reading courses. Located at all campuses, the commons are open to all students on a walk-in basis, regardless of skill level. Students have the opportunity to work on both individual and group projects with trained instructors on hand to provide assistance as and when needed. Although the commons have been operating less than a year (the first site opened in April 2013), early data results are impressive. Pass rates in reading courses were markedly stronger for those students utilizing the Learning Commons. For example, for those students who visited the commons three or more times, pass rates for DVS 060 College Academic Strategies stood at 91 percent compared to 53 percent for those students who never visited the commons. Pass rates for DVS 101 College Reading 2 were also striking, with students visiting the commons three or more times outperforming the nonvisiting students—88 percent vs. 56 percent (see chart below). Funded thanks to a generous $1 million grant from The Heinz Endowments with an additional $240,000 provided by the Richard King Mellon Foundation for renovations, CCAC’s Math Cafés were established at all four campuses and at the Homewood-Brushton and West Hills centers beginning in fall 2012. Providing math assistance on a drop-in basis, the cafés offer facilitated math assistance and computer-assisted learning, in addition to placement test preparation for individuals planning to enroll in the college. Statistics regarding pass rates and retention and progression rates are encouraging. For students taking Math 080, the lowest level math course offered at CCAC, fall 2013 pass rates for students visiting the cafés at least three times were 17 percentage points greater at 71 percent than for those students who never visited (54 percent). What is equally encouraging is that for these same students, 95 percent remained enrolled in college the following spring compared to 72 Learning Commons Pass Rates in Reading Courses percent of the non-users. Furthermore, 82 percent of these students enrolled No Use 1–2 Visits 3+ Visits Math 090 in the next level math course, 91% Algebra Fundamentals, compared to 73 88% 79% 82% percent of nonvisiting students. 69% 61% 56% The results of the data stemming from 53% 52% student usage of the Learning Commons and Math Cafés clearly indicate that sustained engagement is critical to student success and completion. What follows for the college is to encourage ever more students to take advantage of valuable programs such as these DVS 060 DVS 070 DVS 101 in the months and years to come.

10 ANNUAL REPORT 2013–2014 ANNUAL REPORT 2013–2014 11 A Model for the Nation: Impressions of a Presidential Visit “A model for the nation.” Just five words. But when those words are uttered by the leader of the free world, the nation takes notice. President Barack Obama made these remarks following a tour he and Vice President Joe Biden undertook of CCAC’s West Hills Center, a tour where he and the vice president saw first-hand the many innovative workforce initiatives taking place at the college. The president was impressed by what he saw—particularly with CCAC’s Mechatronics Technology program—and said so. Suddenly, the Community College of Allegheny County, its programs and its people were thrust into the national spotlight. Thanks to the strength of the college’s programs, CCAC was already on the Obama administration’s radar. In the several years running up to the president’s and vice president’s historic visit to the college’s West Hills Center on April 16, 2014, there had been a series of communications between the college and the administration— communications with and invitations to visit the White House, college visits from Cabinet members including the Secretaries of Labor and Energy as well as the Deputy Secretary of Transportation in addition to coordinated participation between the Obama administration and CCAC for various community initiatives. It was during these interactions, as well as those of US and state legislators heralding the work of CCAC, that the administration became aware of the full extent of the success the college was having delivering results-driven workforce training for the people of southwestern Pennsylvania. Because of this, CCAC was selected as the ideal location for the president’s unveiling of two federal grant programs. Totaling nearly $600 million, the programs are designed to help individuals obtain the skills they need to land family-sustaining jobs. During his announcement, the president cited CCAC’s Mechatronics Technology program, which trains students for work in the high-tech manufacturing sector, as the kind of program that should be available to students across the nation. Having met a handful of CCAC students in the program, the president shared the story of one of CCAC’s students, Tim Wright (see Tim’s Story next page), who attained a more fulfilling and secure job as a result of successfully completing CCAC’s mechatronics program. Tim is one of a small but growing number of graduates whose skills are becoming highly sought after due to the emergence of ever increasingly sophisticated and complex advanced manufacturing operations. As the president noted, if the nation wishes to remain competitive, the country is going to need more people like Tim—and more programs like CCAC’s. Speaking to what he and the Vice President had just witnessed during their tour of CCAC’s West Hills Center and its Mechatronics Technology program, President Obama observed, “CCAC is an outstanding model of the kind of job-driven training we’re trying to encourage all across the country.” “We saw firsthand everything that you are doing to train more workers for new jobs and better jobs—jobs companies need to keep growing. And what we want to do is we want to replicate your model across the country. You’re doing something right that is making a difference in people’s lives and we want to spread the word.”

12 ANNUAL REPORT 2013–2014 Tim’s Story About 20 miles south of the gleaming spires of downtown Pittsburgh sits the sleepy town of West Elizabeth, Pa. With the exception of the trucks passing through the town making their way to places further afield, there is not a lot of activity to be found in this former coal mining town. Except, that is, for one very noticeable difference—the Eastman Chemical Resins Company. Here some 250 employees manufacture hydrocarbon resins and dispersions used in adhesives, coatings, sealants and plastics. In 1997, Tim Wright joined the company as an entry-level employee where his easy-going nature combined with his strong work ethic fit in well with the rest of the hard-working Eastman team. The years soon passed. While he enjoyed what he did, the hours were starting to take their toll on his family. As a high school graduate, he lacked the qualifications necessary to progress into a higher level position, one which would allow him to escape from working the company’s three different shift rotations, weekends and holidays. In May 2010, armed with a desire to improve his situation and a natural interest in fixing complex technical problems, Tim enrolled in CCAC’s Mechatronics Technology program. Although he had to juggle the competing responsibilities of family, work and school, he was pleasantly surprised to find how quickly he adjusted to college. “Before I went back to school, I had taken the shift mechanics test to see how I would do and failed. But after completing CCAC’s program, I passed the test with ease. I wouldn’t have been able to pass the test if I didn’t go through the training. That’s a guarantee.” According to Tim, attending CCAC’s mechatronics program was time well spent. “Being a shift mechanic is challenging. There is always a lot of equipment you have to fix. Sometimes you run into problems where you really have to think. And that’s what CCAC’s program helps you learn to do, troubleshoot the problem to make things run properly.” Soon after successfully completing CCAC’s program and passing the necessary skills-based test, Tim was given the title of shift mechanic, a position that not only came with better hours—a secure daylight shift with weekends off—it came with a nice bump in salary. As a result, Tim’s experience with CCAC is one both he and the company have found rewarding. “CCAC’s program is excellent; I would recommend it to anyone. I often recommend it to people here. In fact, the company has begun referring employees to the program and now they are shift mechanics as well. I give CCAC’s program a ‘thumbs up’ all around.” While Tim had hoped attending CCAC would help him in his job, it also came with a few unexpected perks, like the time when he was invited to meet President Barack Obama and Vice President Joe Biden during their tour of CCAC’s West Hills Center in April 2014. Little did Tim realize the president would share his story, remarking how as president, he “couldn’t be prouder of Tim” during a planned speech to the nation’s media. CCAC has brought so many positive changes to Tim’s life, changes he continues to enjoy today. For Tim, CCAC was the catalyst to living a better life. “By going through CCAC’s program, I now have the education and skills I need to succeed. I have the skills companies like Eastman are looking for in their workers. But the best benefit of all? Hands down, to have that education.” And as for meeting the President of the United States, what was that like? Tim’s face breaks into a wide grin. He has just one word to say, “Awesome!”

ANNUAL REPORT 2013–2014 13 Training for the Global Marketplace It’s a topic of discussion and concern expressed across the country—in corporate boardrooms, among economists and even in the highest levels of government, including the White House—the U.S. needs more skilled workers if it wants to remain competitive in the global economy. Increasingly, it is the nation’s community colleges that are being called upon to provide skills-based training to America’s workforce. Why? Because no other educational entity comes close to delivering the type of responsive, affordable, industry-driven training that employers, incumbent workers and prospective employees need for success in today’s competitive marketplace. And CCAC is playing a significant regional role. The college’s workforce training division offers a host of programs designed to meet the needs of employers and their workers, as well as for individuals seeking additional credentials for career advancement and those looking to pursue a new career track. The division also oversees programming for other members of the community, including adult lifelong learners, families and those working with vulnerable populations. During the 2013–2014 fiscal year, CCAC continued to offer courses designed for business and industry; health care; public safety; the skilled trades; community training; and enrichment-based learning. By the close of the year, CCAC had provided training for nearly 25,000 individuals. Customized Training for Business & Industry CCAC has long been a corporate training provider of choice for the region’s employers. In 2013–14, the college provided 577 customized courses for 57 employers, resulting in training for 5,232 incumbent workers. In addition, as a participating WEDnetPA partner—the statewide workforce training program funded through the Pennsylvania Department of Community & Economic Development—CCAC offered regional employers both basic skills training in business operations, computers, quality assurance and workplace health and safety, as well as information technology training in areas such as computer programming, e-business/commerce, network administration and software engineering. Through a contract with UPMC, CCAC provided health information training to three UPMC cohort groups, resulting in skills enhancement for 90 incumbent workers. The training was designed to familiarize those working in IT and those working in health care with UPMC’s operating systems. In another example of health-related training, CCAC continued to offer its Nurse Aide Training Program. Approved by the Pennsylvania Department of Education, the program offers a comprehensive approach to skill areas mandated by federal and state laws. During 2013–14, CCAC trained nearly 250 individuals in both open enrollment and sponsored classes at all four CCAC campuses. Sponsors included the Three Rivers Workforce Investment Board, RN Achievement grant and the Geriatric Education grant. CCAC also continued to offer its Professional Continuing Education program track, a selection of courses for professionals working in accounting, tax advising, insurance, real estate and the law. In 2013–14, enrollment increased 169 percent over the previous year, due in part to the addition of seven new program offerings and an expanded online real estate program partnership with OnCourse Learning (new programs were offered for professionals in Ohio, New York and New Jersey). A total of 50 classes were offered for CCAC’s most popular course, the Real Estate Continuing Education Program.

14 ANNUAL REPORT 2013–2014 ANNUAL REPORT 2013–2014 15 Training for the

Global Marketplace (continued) Additionally, CCAC established a training partnership with the Local Government Academy to offer the course, Fundamentals for Administering the International Property Maintenance Code, and began working with Bridgeway Capital to develop and implement a training institute to offer courses that address the educational needs of nonprofit community development financial members. Career Training in the Skilled Trades & Technologies Given the Pittsburgh region’s strong national reputation for utilizing skilled tradespeople in the manufacturing and construction industries and more recently, the energy sector, CCAC is proud to provide training for this important segment of the region’s workforce. To that end, CCAC offers nearly 30 programs in the skilled trades and energy technologies, with the majority of these offered as apprenticeship programs. Thanks to the college’s partnerships with the region’s trades unions and area automobile dealerships, students in CCAC’s trades apprenticeship programs are able to gain the critical hands-on experience which is essential to landing a job in these fields. Because of these unique collaborations, which often lead to guaranteed employment for graduates, CCAC programs serve as the model for training in the skilled trades. As a result, spots in these programs fill up quickly, particularly the popular Automotive, HVAC and Welding programs, the latter of which made headlines several years ago when in an attempt to meet demand, CCAC offered a midnight welding program. Classes immediately reached capacity and the program spawned copycat courses at other institutions. CCAC’s Carpentry, Plumbing and Facility Maintenance Technology programs are also popular as demand for these skills among employers continues to rise. In the Carpentry program alone, enrollment since 2010 has doubled. And graduates of CCAC’s Building Construction Estimating and Supervision programs are in high demand due in large part to the fact that CCAC graduates have on average six years of on-the-job experience upon graduation. Although a relatively new engineering field, Mechatronics is increasing in prominence due to its key role in today’s increasingly complex manufacturing systems. In fact, individuals with mechatronics training are so highly sought after they are often referred to as “gold collar” workers because of their essential role in manufacturing operations. CCAC’s program follows the Advanced Manufacturing/Integrated Systems Technology curriculum, which is endorsed statewide through the Industrial Maintenance Training Center of Pennsylvania and by the National Association of Manufacturers. While still modest in size, CCAC’s program is delivering results. Increasingly, employers are sending their workers to CCAC with positive outcomes (see Tim’s Story, page 13). Completion rates for some programs in 2013–14 were as high as 100 percent (Mechatronics Level 2). In the coming years, CCAC’s program is expected to grow significantly, both as a result of the creation of additional program offerings, as well as the intense publicity surrounding the program during President Obama’s visit to CCAC’s West Hills Center in April 2014. In 2012, CCAC began offering its Renewable/Alternative Energy Technologies program, thanks to an $800K grant from the Richard King Mellon Foundation. As the only education provider in western Pennsylvania approved by the North American Board of Certified Energy Practitioners, CCAC students are permitted to take the NABCEP Solar Photovoltaic Entry Level exam upon completion of their coursework. This gold-level certification is key in helping students find employment in the industry. To date, 72 individuals have completed the program, with a further 32 undertaking CCAC’s 30-hour entry-level course. Training & Support for Vulnerable Populations In addition to the full range of programs geared toward business, industry and the trades, CCAC offers Community Training & Development programming designed to meet the needs of older residents, individuals with intellectual, behavioral and other cognitive disabilities, as well as those who serve hungry and homeless populations in the region. In partnership with human

16 ANNUAL REPORT 2013–2014 ANNUAL REPORT 2013–2014 17 Training for the

Global Marketplace (continued) services professionals and caregivers, CT&D offers a rich mix of life enrichment and continuing education classes and specialized events. Many of these programs are offered free to participants courtesy of county, state and federal grants. During 2013–2014, CT&D offered life enrichment classes to 3,196 senior citizen center participants, 1,455 residents of the four John J. Kane Regional Centers and 243 individuals living in local senior citizen high-rises or those who participate in senior citizen advisory councils. CCAC also offered customized training classes to 736 senior companions of the frail elderly who still reside in their own homes. CT&D also successfully trained and facilitated job placement for 67 vocational training program students—the majority of these individuals, many of whom have disabilities, are working in full-time benefited positions. In a complementary program, CCAC offered both open enrollment and customized provider agency training classes for professionals who work with individuals with intellectual and/or behavioral disabilities; 389 and 179 individuals enrolled in these classes, respectively. In addition, CCAC offered other customized training classes to specialized populations including to 180 individuals who serve the region’s hungry and homeless. CT&D also offered training to 55 individuals serving as interpreters for the deaf or hard of hearing. Participants gained additional knowledge and skills in order to serve as interpreters during legal and court proceedings. A Continued Commitment to Community Programming In addition to the rich mix of corporate, career and community training offered by the college, CCAC also offers a wealth of community-based education courses geared for learners of all ages, interests and abilities. During the 2013–14 academic year, CCAC offered more than 1,800 specialized community education courses, ran 2,651 classes in these courses and facilitated 11,332 registrations. Working with a network of regional educators, CCAC offered a range of K–12 educational programming, including SAT/ACT test preparation classes, STEM (science, technology, engineering and math) summer camps, core subject enrichment courses and driver’s education classes. For adult learners, CCAC offered classes covering a diverse range of interests and needs, including arts & crafts, business, music & dance, fitness, computer software & technology, finance, health & wellness, gardening, food & spirits, sports & recreation and foreign languages. CCAC also offered a series of courses designed to assist individuals in preparing for city and county police and firefighter entrance exams. Nearly 1,400 individuals enrolled in one of 93 class sections offered by the college, making these prep courses some of CCAC’s most popular program offerings for the year.

The college also works closely with state, county and local government bodies to deliver programs designed to benefit the community as well as the individual. One such example is FireVEST, a retention and recruitment program which provides qualifying individuals access to full scholarships for an associate degree or certificate program at CCAC in exchange for a five-year service commitment as a volunteer firefighter within Allegheny County. During the 2013–2014 academic year, 10 FireVEST scholarship recipients graduated from their respective programs, bringing the total number of graduates since the program’s inception in 2009 to 56. As volunteer fire companies save the county an estimated $60 million annually, this program has not only helped balance the county’s books, it has been instrumental in helping to address the critical need for qualified firefighters among the more than 200 volunteer fire companies in the county.

18 ANNUAL REPORT 2013–2014 ANNUAL REPORT 2013–2014 19 Beyond the Classroom

MEET Shawn

For the Hinnebusch family, CCAC is a bit of a family affair. Like his sister before him, Shawn Hinnebusch’s journey with CCAC began when as a home-schooled teenager he attended CCAC as part of the college’s Dual Enrollment program, which enables high school-aged students the opportunity to attend college classes on campus. When the time came to choose a college, he was in no doubt that CCAC would be the place he would spend the next two years. Actively involved in all aspects of college life, Shawn made the most of his CCAC experience. He joined the North Campus bowling team, became a math tutor and his 4.00 GPA fast-tracked his induction into both the Mu Alpha Theta math honor society and Phi Theta Kappa, the national honor society for two-year colleges, of which he also served as president. In 2014, Shawn was part of an eight-member CCAC student delegation that traveled to the State Capitol in Harrisburg to attend Lobby Day, an annual event designed to rally support for the commonwealth’s community colleges. He was also chosen to lead the pledge of allegiance during President Obama’s recent visit to the college. This past May, Shawn graduated from CCAC, earning an Associate of Science degree in General Studies. With both him and sister Crystal (CCAC Class of 2012) now successfully established at four-year universities, the CCAC family legacy continues with his brother, Jeremy, currently attending CCAC as a Dual Enrollment student. And even though his little sister is only in 8th grade at the moment, Shawn is pretty sure that she, too, will soon be making her way to CCAC. Named a Coca-Cola Community College Academic Team Bronze Scholar while at CCAC, Shawn is now in his sophomore year at the University of Pittsburgh majoring in mechanical engineering. He hopes to someday parlay his knowledge and skills into making a difference in his community. With a bright future ahead of him, Shawn cherishes his time spent at the college. “In addition to providing me with a quality education, CCAC enabled me to get involved in a number of different clubs and activities where not only did I grow as a leader, I was able to forge new relationships which I hope to have for many years to come.”

20 ANNUAL REPORT 2013–2014 Andrea Kaiser cherished her time on CCAC’s Boyce Campus basketball court. Growing up in a foster family the Classroom in Cleveland, Ohio, she honed her skills playing pick-up Beyond games. It wasn’t until she enrolled at CCAC that she became part of an organized basketball team, where she helped lead the team to an 18–9 record and its first-ever playoff appearance during the 2012–13 season. MEET Making the team was something she had doubts about, but it was also something—like many things in her life, including college—that she learned to overcome by diving Andrea into the experience. And dive in she did. Upon graduation from high school, Andrea enlisted in the Navy, mainly because it would pay for her future schooling. Despite her apprehension about attending college, she believed life would help her mature and prepare her for the rigors of college and college life. On board the Destroyer USS Benfold DDG 65, she served as a ship serviceman, helping to manage the ship’s store, its barber shop, vending areas and laundry services. During her three deployments, she was able to see the world, places like Hong Kong, Thailand, Singapore, Dubai, Malaysia, the Philippines, Guam, Bahrain as well as the Gulf. Her time with the Navy flew by and after honorably serving for four years, she knew it was time for her to move on. She relocated to Pittsburgh and as she was contemplating her future, another veteran—a friend of a friend— recommended CCAC to her. For Andrea, it was one of the best decisions she ever made. She enrolled in CCAC’s Early Education and Child Development program and soon became immersed in everything CCAC had to offer. In addition to her time on the court with her CCAC Boyce teammates, Andrea undertook an externship work experience at a local daycare center where she supplemented her classroom learning with on-the-job training. This past May, Andrea became part of the Class of 2014, graduating with an Associate of Science degree. It didn’t take long for Andrea to land a job in her field— that of assistant head start teacher, a job she thoroughly enjoys. In many ways her life has come full circle. She is once again living in Cleveland which allows her

to be closer to her parents and she still plays pick- up basketball. With so many of her goals fulfilled, Andrea hopes to use her experience growing up in foster care to help others in similar situations.“CCAC taught me not to be afraid. The teachers are willing to go above and beyond. They want you to succeed. I thought by attending CCAC, I would just earn my degree. It ended up changing my life.”

ANNUAL REPORT 2013–2014 21 Beyond the Classroom

MEET Pete & Kate

For CCAC alumni Pete and Kate DeComo, a shared dedication to their alma mater is just one of the many things they have in common. Both are successful entrepreneurs who have used their respective talents to add to the vibrancy of the Pittsburgh region. With his passion for developing life science companies, Pete devotes a majority of his time and energy to entrepreneurial and community-based activities. He is currently chairman and CEO of Alung Technologies, Inc., a company renowned for its development of a revolutionary artificial lung for patients suffering from respiratory failure. Prior to Alung, he was founder, chairman and CEO of Renal Solutions, Inc. which developed an innovative dialysis technology system for patients suffering from kidney failure. He was the key driver in raising $40 million in private equity financing and completing the development process of the company’s Allient® System. In 2007, RSI was acquired by Fresenius Medical Care Holdings for $200 million, a significant sum considering that RSI was just entering the commercialization stage at the time. Before founding RSI, Pete was the COO of HemoTherapies, Inc., a start-up company marketing the only FDA-cleared liver dialysis system. In recognition of his work, Pete has been the recipient of many awards including the Ernst & Young “Entrepreneur of the Year Award” in Health Care for 2008, Pittsburgh Venture Capital Association “Entrepreneur of the Year” for 2008, CCAC’s “Hall of Fame Lifetime Legends Award for Leadership” in 2008, and the Carnegie Science Center “Entrepreneur of the Year” in 2005. After receiving his AS degree from CCAC in 1973, he went on to earn BS and MS degrees in Healthcare/ Business Management from the University of Pittsburgh. In 2009, CCAC awarded Pete an honorary Associate of Arts in Humane Letters degree. Kate is the principal of DeComo LTD, a company involved in the design and manufacture of custom jewelry crafted from precious metals and gemstones. Her diverse background includes formal art training as well as health care and health care management. She has served as a certified respiratory therapy technician at Presbyterian University Hospital and as a registered respiratory therapist and assistant director at Shadyside Hospital. She attended CCAC’s Respiratory Therapy Program before earning her BS degree in Healthcare/Business Management at the University of Pittsburgh. Despite their busy schedules, Pete and Kate continue to carve out time to help showcase the college. No matter the occasion—from speaking to a group of students, to meeting with local business and community leaders, to interacting with legislators or even the U.S. President himself, Pete and Kate can be counted on to be there, advocating on behalf of the college as only the most dedicated of former students can do. For these proud CCAC alumni, they wouldn’t have it any other way.

22 A native of Gotemba, Japan with an interest in pursuing culinary arts, Rumi Sato Kulik came to the Classroom CCAC after researching program offerings at Beyond multiple colleges, including many in Florida where she was living and working at the time as part of Disney World’s international cultural exchange program. Despite the draw MEET of attending college in the Sunshine State, Rumi chose CCAC due to the college’s strong Culinary Arts program, affordable Rumi tuition and the strength of the services offered to international students. Once in Pittsburgh, Rumi never looked back. She quickly adapted to her new environment and CCAC, becoming an active member in the World Cultures Club, where she had the opportunity to plan and participate in several events including CCAC’s annual Diversity Day festivities. She also excelled academically and as a result, was accepted into the college’s prestigious Honors Program. As a work-study student, Rumi earned money for her education through her critical work on the college’s website. Her efforts led to her receiving a $1,500 scholarship when she won the 2011 College and University Public Relations Association of Pennsylvania Communications Internship Award for Students of Color. As part of her studies, Rumi undertook an externship at Bella Christies & Lil Z’s Sweet Boutique in Aspinwall, Pa., where her exquisite artistry and painstaking attention to detail earned her rave reviews. Upon graduating

from CCAC with an Associate of Applied Science degree in 2012, Rumi was immediately hired at the artisan bakery as a cookie decorator. In addition to beautifully crafted occasion cookies, Rumi helps in the decoration of wedding and other special event pastries and baked goods, all great experience for this budding entrepreneur.“Coming from Japan, the training and education I received at CCAC gave me the confidence that I needed—both with my communication skills in English and as a professional working in the food industry. It is my hope to one day open my own shop in Pittsburgh. I plan to be here for a very long time.”

ANNUAL REPORT 2013–2014 23 the Classroom Beyond While the rest of his high school senior class may have been unsure as to what path their lives would take after graduation, Jamal Walker had a pretty good idea. He wanted to be a nurse. Growing up he had watched his mother, Estella, tend to the needs of others—both through her work as a certified nurse aide and in her everyday roles of wife, mom, neighbor and friend. It seemed the most natural path to take. And so, too, did his choice of CCAC. His brother had attended CCAC and had good things to say about his experience. Furthermore, as a high- honor-roll student throughout high school, Jamal had been permitted to take college-level classes through CCAC’s Dual Enrollment program which he greatly enjoyed. But what clinched the deal was CCAC’s affordable tuition, which thanks to the Pittsburgh Promise, would be covered in full. Soon after Jamal enrolled, life took an unexpected turn. Jamal became a father. Suddenly, in addition to the rigors of a challenging academic program, he had all of the responsibilities that come with parenthood. With so much on his plate, Jamal found he couldn’t keep pace with the program. It was an unfortunate setback but one which motivated him to return to his studies with renewed MEET conviction. With the help of CCAC’s RN Achievement Jamal program, a federal grant-funded initiative designed to help minority students earn their associate degree in Nursing, Jamal was able to pick up from where he left off in his studies, with an individual case manager helping him get the additional academic support he needed. According to Jamal, “CCAC’s RN Achievement program was one of the best things I could have joined. I believe it is one of the reasons I am a nurse today.” In 2012, after completing his course requirements, Jamal graduated from CCAC with two degrees— an Associate of Science in both General Studies and Nursing. Today, he works as a nurse in Mercy Hospital’s Cardiac and Thoracic Unit, where his friendly bedside manner has proven to be a comfort to both patients and their loved ones. Appreciative families often cite Jamal’s compassion in the hospital’s Above & Beyond recognition cards they fill out following their relative’s hospital stay. Although he gets quite a few of these cards, Jamal sees it as just doing his job. “I like helping people, taking care of them and making them feel better. It’s what I want to do.”

24 ANNUAL REPORT 2013–2014 NURSING Plumber Biotechnology ADMINISTRATION FIRE SCIENCE & TECHNOLOGY INFORMATION COMPUTER DEVELOPMENT CHILDHOOD EARLY Occupational Apprenticeship Mechtronics Therapy Assistant COURT WELDING REPORTING PERFORMANCE MUSIC THEORY& HOMELAND SECURITY Culinary arts BUSINESS Workforce Development ACCOUNTING Radiation Therapy ENGINEERING DESIGN HISTORY ART CRIMINOLOGY Technician & DRAFTING Paralegal SOCIAL WORK TECHNICAL THEATER Pharmacy Technician Biology MASSAGE THERAPY Spanish Language & Culture Language Spanish EARLY EDUCATION & LODGING & CHILD DEVELOPMENT HEATING & AIR CONDITIONING TECHNOLOGY MAGNETIC RECREATION RESONANCE Health Information MANAGEMENT IMAGING Technology MANAGEMENT LAND COMPUTER INTEGRATED FORENSICS DIETETIC SYSTEMS

ENGINEERING ALLIED HEALTH TECHNICIAN TECHNOLOGY COMPUTER COMPUTER ASSISTED TOMOGRAPHY Chemistry COMPUTER TRANSPORTATION INFORMATION SECURITY Civil SYSTEMS ADMINISTRATION

Engineering DIAGNOSTIC MEDICAL SONOGRAPHER Technology Electronic HEALTH & Heating & Air Conditioning Sheet Metal Engineering PHYSICAL Worker Technology EDUCATION Automotive MECHNICAL Technology DRAFTING & DESIGN Medical Insurance Medical Specialist NANOFABRICATION TECHNOLOGY TECHNOLOGY ELECTRICAL & ELECTRONICS ENIGINEERING TECHNOLOGY ANNUAL REPORT 2013–2014 25 OCCUPATIONAL THERAPY AVIATION TECHNOLOGY PHLEBOTOMY ASSISTANT Building Construction Journalism Technology 2013–2014 CCAC AT A GLANCE Accreditation CCAC is accredited by the Middle States Commission on Higher Education. Mission Statement To provide affordable access to quality education and offer a dynamic, diverse and supportive learning environment that prepares the region’s residents for academic, professional and personal success in our changing global society. Annual Enrollment • 28,629 credit; 20,625 noncredit • 48,395 total unduplicated headcount Since 2000, CCAC has served 479,450 students, of whom 359,303 were Allegheny County residents—one in three county residents 18 years & older. Awards Conferred:

2,069 associate degrees; 714 certificates & diplomas ______Student Profile • 57% women; 43% men • 62% day; 19% evening; 3% weekend; 16% online • 65% part-time; 35% full-time students • 49.5% enrolled in career programs; 50.5% in transfer programs • Average student age: 27 years • 27% ethnic minorities • International students: 88 students representing 39 countries

More than 244 full-time professors & instructors ______

Tuition Allegheny County residents: $104.75 per credit; residents of other Pennsylvania counties: $209.50 per credit Exceptional Value

CCAC students save $19,000 over public & $54,000 over private colleges & universities by spending their first two years at CCAC1. ______Degrees & Certificates Associate of Arts, Associate of Science & Associate of Applied Science; certificates & diplomas Academic Programs CCAC offers 152 programs across six diverse program categories: • Arts & Humanities • Health • Business • Science, Technology, Engineering & Mathematics (STEM) • Education, Social & Behavioral Sciences • Skilled Trades & Human Services The college also offers anonors H Program and cooperative programs in partnership with other institutions.

26 ANNUAL REPORT 2013–2014 74% of CCAC students selected CCAC as their college2 of first $52.8 million in financial aid, choice. including grants, loans, scholarships & work-study employment. CCAC offers an average class size of18 students. Online Community Connections Transfer Opportunities & Partnerships CCAC Website: ccac.edu • CCAC students transferred to 462 colleges & universities • Website visitors: 1,234,169 • Service provided to 58 school districts • Website visits: 3,596,924 • Articulation agreements facilitated easy credit transfers in • Page views: 11,029,367 125 programs with 29 colleges & universities3 • CCAC AlumNet News online subscribers: 24,537 Workforce Training CCAC Social Media • CCAC provided 577 customized courses to 5,232 • Facebook friends: 6,290 workers & 57 regional employers • LinkedIn connections: 1,781 • CCAC provided training to 6,700 seniors & special-needs populations • Facebook alumni friends: 4,326 • CCAC offered more than 1,800 specialized community education courses, • Alumni connections on LinkedIn: 1,109 ran 2,651 classes & facilitated 11,332 registrations 94% of graduates live & work in the Intercollegiate Sports & Athletics region. Intercollegiate National Junior College Athletic Association (NJCAA) men’s & women’s sports teams include baseball, basketball, bowling, cross-country, golf, Locations hockey, softball & volleyball. Four Campuses: • Allegheny Campus, North Shore Student Life & Extracurricular Activities • North Campus, McCandless • Boyce Campus, Monroeville CCAC supports more than 100 clubs & • South Campus, West Mifflin Four College Centers: , including five honor societies. Braddock Hills, Homewood- ______organizations Brushton, Washington County & West Hills Online Learning: Special Services • Hundreds of online courses Services include career planning, financial aid, job placement assistance, libraries, • Eight degrees & seven certificates available personal and career counseling, supportive services for individuals with disabilities, entirely online student success coaches, transfer counseling, tutoring, veterans and international • 29 degrees & 11 certificates available mostly online student support services. 43% of students could not have 4 18.8% of all college-purchased goods & services were continued their education without CCAC . through certified Minority, Women and/or Disadvantaged Governance The college is governed by a 15-member Board of Business Enterprises (MWDBEs). ______Trustees nominated by the Allegheny County Executive & confirmed by Allegheny County Council. Diversity & Inclusion CCAC has long been committed to fostering a culture where diversity and CCAC returns $6.67 for every inclusion are an institutional priority. The core belief is that promoting diversity dollar Allegheny County invests in and inclusion is everyone’s responsibility. The college aims to prepare students to 5 think and operate in a global arena, which is critical to helping promote student the college . success and the growth of the region and nation. Central to CCAC’s diversity All statistics reference fiscal year 2013 with select data updated as of efforts is the Office of Institutional Diversity & Inclusion (OIDI), which 9.30.2014. coordinates the college’s diversity initiatives and oversees the institution’s 1 Calculated from in-district tuition & fees for attending full-time Tactical Plan for Diversity & Inclusion. for one year. Compared with regional colleges & universities, 2013–14 academic year. During the 2013–2014 academic year, OIDI coordinated cultural competency 2 Noel-Levitz Student Satisfaction Inventory, 2013. training and diversity programming for more than 4,000 students, staff, faculty 3 As of fall 2014 term. 4 Graduate Survey Project, 2013. and external participants. For its efforts, OIDI received the INSIGHT Into 5 The Economic Impact of the Community College of Allegheny Diversity magazine’s Higher Education Excellence in Diversity award. County, 2012.

ANNUAL REPORT 2013–2014 27 CCAC Financial REPORT & STATISTICS Operating Revenues* CCAC continues its sound stewardship Student tuition & fees— $28,427,174 net of scholarships allowances of college finances Federal grants & contracts $5,914,674 State & local grants & contracts $2,380,711 In the college’s 2012–2013 financial report, the most recent year for which audited Nongovernmental grants $5,619,517 information is available, CCAC continued its emphasis on following fiscally & contracts Auxiliary enterprises: $4,894,814 responsible measures which in turn, resulted in the college experiencing positive Bookstore operating revenue by the close of the fiscal year on June 30. As evidence of this, CCAC had assets totaling $199.2 million, an increase of $4.3 million while total liabilities decreased $6.3 million to $94.4 million. CCAC’s net position increased Operating Expenses* $10.5 million from $94.7 million to $105.2 million during the year. Operating Instruction $51,335,999 revenues decreased $3.1 million, while operating expenses decreased $5.4 million, Academic support $10,508,698 and net nonoperating revenues increased by $4 million. Student services & activities $13,365,226 Institutional support $21,999,805 During fiscal year 2012–2013, the college allocated $13 million for construction Plant operations $15,207,487 projects and completed the new K. Leroy Irvis Science Center on Allegheny & maintenance Campus. Plans are currently underway to begin renovation of the space vacated as Scholarships & fellowships $9,270,962 a result of the completed science center. CCAC has received state funding of $1.6 (financial aid) Depreciation & amortization $5,758,853 million toward the cost of building a new access road for CCAC’s South Campus, Auxiliary enterprises: $4,135,598 a project expected to cost $3.2 million. CCAC has also received state funding Bookstore of $6.7 million towards $13 million for a planned upgrade of the college’s IT infrastructure. Nonoperating Revenues* The grand opening of the K. Leroy Irvis Science Center in March 2013, a (Expenses) cornerstone of the college’s comprehensive fundraising initiative, Imagine & Achieve: Government appropriations: The Campaign for the Community College of Allegheny County, took place as the Commonwealth of Pennsylvania $36,020,631 four-year campaign was Allegheny County $27,240,455 drawing to a close. By US Government $31,227,116 Public & Private Funds Report the end of 2013, the Investment income $116,775 2012–2013 Fiscal Year total amount raised Foundation & other income $2,291,775 stood at $41,666,035 Interest expense ($2,115,752) (does not include financial aid) Other nonoperating revenues $73,197 ($23,866,669 in public —net Source Amounts competitive funds and ______Federal grants $7,068,990 $17,799,366 in private Total net nonoperating $94,854,177 State grants $2,068,715 revenues funds) making it the most ______Local grants $1,791,148 Increase in Net Position Private contracts $1,122,022 successful fundraising ______$10,508,439 Third party contracts $4,170,423 campaign in the college’s Net Position $94,661,887 Total $16,221,298 history. It also stands (beginning of year) as one of the largest ______CCAC Education Foundation $2,634,230 amounts ever raised for a Net Position $105,170,326 Total public & private funds community college in the (end of year)

secured fiscal year 2012–2013 $18,885,528 United States. *For year ended June 30, 2013

28 ANNUAL REPORT 2013–2014 2012–13 OPERATING EXPENDITURES $4,135,598 $5,758,853 Auxilary enterprise Depreciation & amortization $9,270,962 $51,335,999 Student aid Instruction $15,207,487 Plant operations & maintenance $21,999,805 Institutional support

$13,365,226 $10,508,698 Student services & activities Academic support

ANNUAL REPORT 2013–2014 29 OF GRADUATION REFLECTIONS

CCAC 2014 May 15, 2014 Commencement Despite powerful spring storms lighting up the evening sky, spirits remained high inside the Petersen Events Center as the Community College of Allegheny County Class of 2014 came together to celebrate their many accomplishments. Following a warm welcome from CCAC President Quintin B. Bullock and Board of Trustees Chair Amy M. Kuntz, the gathering of nearly 4,000 watched as Allegheny County Executive Rich Fitzgerald delivered a moving commencement address, praising the graduates for their hard work and dedication.

30 ANNUAL REPORT 2013–2014 CCAC Associate Professor of English Carmen Livingston and Nursing Graduate Candidate Jackline Ouma, both of CCAC South Campus, delivered the faculty greeting and student reflections, respectively. The 2,783 graduates of the CCAC Class of 2014 earned Associate of Arts, Associate of Science and Associate of Applied Science degrees, certificates and diplomas in more than 150 programs across six diverse program sectors. These graduates now join one of the largest alumni networks in the region, a network connecting more than CCAC South Campus student and Honors Program participant Jackline Ouma one million proud CCAC alumni across was selected as the Class of 2014 student speaker. Jackline, who earned her southwestern Pennsylvania and around Associate of Science degree in General Studies, celebrated her achievement with her brother, Dave, who flew in from Mombasa, Kenya, in order to participate in the world. his sister’s graduation.

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US President Barack Obama Visits CCAC’s West Hills Center April 16, 2014