STATE BOARD OF COMMUNITY COLLEGES Mr. Scott Shook, Chair March 16, 2018

North Carolina Community College System Dr. W. Dallas Herring State Board Room Caswell Building, 200 West Jones Street Raleigh, North Carolina

Thursday, March 15, 2018 COMMITTEE MEETING Personnel Committee 11:15 a.m. Innovation Station (Room B10)

ISSUES LUNCHEON 12:00 p.m. Dr. W. Dallas Herring State Board Room

Disability Services Presenters: Daniel Alvarado, Associate Director – Student Support and Trudie Hughes, Program of Adult Education, Students with Disabilities – College and Career Readiness

COMMITTEE MEETINGS Finance Committee 1:30 p.m. Dr. W. Dallas Herring State Board Room Programs Committee 1:30 p.m. J. Gregory Poole Conference Room Strategic Planning Committee 1:30 p.m. Innovation Station (Room B10) Accountability and Audit Committee 3:00 p.m. Dr. W. Dallas Herring State Board Room Policy Committee 3:00 p.m. Innovation Station (Room B10) Chair’s Agenda Review 3:30 p.m. Dr. W. Dallas Herring State Board Room

Friday, March 16, 2018 BOARD MEETING 9:00 a.m. Dr. W. Dallas Herring State Board Room ❖ Call to Order ❖ Roll Call ❖ Ethics Awareness and Identification of Conflicts or Potential Conflicts of Interest ❖ Approval of Minutes from February 16, 2018 ❖ Approval of Agenda ❖ Approval of Consent Agenda (Consent Agenda items are listed on the Consent Agenda and are designated by [CA] on the Full Agenda)

Reports ❖ NC Association of Community College Presidents, Dr. David Johnson, President ❖ NC Association of Community College Trustees, Ms. Julie Woodson, President ❖ NC Comprehensive Community College Student Government Association (N4CSGA), Mr. Roderick Gooden, President

[ 1 ]

COMMITTEE REPORTS PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair For Information System Office Vacancy Report – March 2018 (Attachment PER 01) College President Status Report – March 2018 (Attachment PER 02) SBCC Code Report – March 2018 (Attachment PER 03)

FINANCE COMMITTEE, Mr. Lynn Raye, Chair For Information Estimated Receipts – February 2018 (Attachment FC 01)

For Action Allocation for Construction Outreach and Pilot Summer Camps (Attachment FC 02) State Board Reserve Funding for RISE Model and Pilot Development (Attachment FC 03) Allocation for Sub-Orbital Student Competition Launch Day Activities (Attachment FC 04) [CA] North Carolina Community College Grant Program Payment Schedule (Attachment FC 05) [CA] State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 06) [CA] Service Agreement for System-Wide Diagnostic Assessment System (Attachment FC 07) [CA] Construction and Property (Attachment FC 08) [CA]

PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair For Information Curriculum Program Terminations as Approved by the System President (Attachment PROG 01) Curriculum Standard Revision as Approved by the Senior Vice President/Chief Academic Officer (Attachment PROG 02)

For Future Action Associate in Fine Arts in Music Uniform Articulation Agreement (Attachment PROG 03) Associate in Fine Arts in Theatre Uniform Articulation Agreement (Attachment PROG 04) Curriculum Program Application – New to the System (Attachment PROG 05) Curriculum Standard Revision (Attachment PROG 06) Legislative Report - Short-Term Workforce Training Funding Implementation (Attachment PROG 07)

For Action Early Childhood Education Articulation Agreement (Attachment PROG 08) Addition to Special Curriculum Program Application List (Attachment PROG 09) [CA] Proposed Curriculum Standard Revisions (Attachment PROG 10) [CA] Curriculum Program Application – Fast Track for Action (Attachment PROG 11) [CA] Combined Course Library – Continuing Education (Attachment PROG 12) [CA] Courses of Instruction – Captive/Co-opted Groups (Attachment PROG 13) [CA]

STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy and Mr. Jerry Vaughan, Co-Chairs For Information Student Success Center (Discussion only) Strategic Plan Communications (Discussion only) Initial Strategic Plan Uses (Discussion only) Other Updates (Discussion only)

[ 2 ]

STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy and Mr. Jerry Vaughan, Co-Chairs (continued) For Future Action Proposed State Performance Measure Modifications (Attachment PLAN 01)

ACCOUNTABILITY AND AUDIT COMMITTEE, Ms. Lisa Estep, Chair For Information Second and Dual Employment Internal Audit Report (Attachment AUD 01)

POLICY COMMITTEE, Mr. Ernest Person, Chair For Information SBCC Code Report – March 2018 (Attachment POL 01)

For Future Action Recommendations for Initial Proprietary School Licensure (POL 02)

For Action Proposed Modifications to SB420 (Attachment POL 03) Initiation of Rulemaking Process to Adopt 1A SBCCC 200.4 – “Sound and Fiscal Management Practices” (Attachment POL 04)

NEW BUSINESS

PRESIDENT’S REPORT

BOARD MEMBERS QUESTIONS/COMMENTS

DATE OF FUTURE MEETINGS The next State Board meeting is scheduled for Thursday, April 19, 2018 through Friday, April 20, 2018 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

EXPIRING TERMS AND VACANCIES There are currently no terms expiring and no vacancies for the membership of the State Board.

ADJOURNMENT

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-6970 or by e-mail at [email protected]

[ 3 ]

CONSENT AGENDA

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Allocation for Sub-Orbital Student Competition Launch Day Activities (Attachment FC 04) North Carolina Community College Grant Program Payment Schedule (Attachment FC 05) State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 06) Service Agreement for System-Wide Diagnostic Assessment System (Attachment FC 07) Construction and Property (Attachment FC 08)

PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair Addition to Special Curriculum Program Application List (Attachment PROG 09) Proposed Curriculum Standard Revisions (Attachment PROG 10) Curriculum Program Application – Fast Track for Action (Attachment PROG 11) Combined Course Library – Continuing Education (Attachment PROG 12) Courses of Instruction – Captive/Co-opted Groups (Attachment PROG 13)

[ 4 ]

State Board of Community Colleges Caswell Building, 200 West Jones Street Raleigh, North Carolina February 16, 2018 9:00 a.m. CALL TO ORDER Following proper public notification, Vice-Chairman James Rose called the State Board of Community Colleges (SBCC) Meeting to order at 9:00 a.m. in the Dr. W. Dallas Herring State Board Room of the Caswell Building.

ROLL CALL Mr. Bryan Jenkins called the roll and the following members were present:

Dr. Breeden Blackwell Mr. Bill McBrayer Mr. Burr Sullivan * Ms. Lisa Estep Mr. Ernie Pearson Mr. Clark Twiddy Mr. Roderick Gooden Dr. Samuel Powell Mr. Jerry Vaughan Mr. William Holder Mr. Lynn Raye Mr. Hal Weatherman (rep for Mr. Bobby Irwin Mr. James Rose Lt. Governor Dan Forest) * Mr. Frank Johnson Mr. Scott Shook * Ms. Ann Whitford Mr. Todd Johnson Mr. Robert Stephens Dr. Candler Willis

*Attended by telephone Absent: Treasurer Dale Folwell

ETHICS AWARENESS AND IDENTIFICATION OF CONFLICTS OF INTEREST Mr. Raye reminded members of the Board of the ethics requirements and requested members identify any conflicts or potential conflicts of interest. Having so requested, the Vice Chair asked the record to reflect no conflicts.

Vice-Chairman Rose asked for a moment of silence to honor those killed/injured at Stoneman Douglas High School earlier in the week.

APPROVAL OF THE MINUTES Mr. Raye made a motion to approve the January 19, 2018 minutes for the State Board of Community Colleges as presented. Mr. Stephens seconded the motion and the minutes were unanimously approved.

SBCC 03/16/2018 - 1 -

CHANGES TO THE AGENDA The Vice-Chair polled the committee chairs as to any changes to the agenda and the results were as follows:

PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair Mr. McBrayer stated Personnel Committee would like to move PER 04 – Initiation of Rulemaking Process to Amend 1C SBCCC 200.94 – Holiday Leave from Future Action to Action.

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Mr. Raye stated Finance Committee had no changes

PROGRAM SERVICES COMMITTEE, Dr. Samuel Powell, Chair Dr. Powell stated Programs Committee had no changes

STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy / Mr. Jerry Vaughan, Co-Chair Mr. Twiddy stated Strategic Planning Committee had no changes.

ACCOUNTABILITY AND AUDIT COMMITTEE, Ms. Ann Whitford, Vice-Chair Ms. Whitford stated Accountability and Audit Committee had no changes.

POLICY COMMITTEE, Mr. Ernest Pearson, Chair Mr. Stephens, stated Policy Committee would like to move POL 04 – Recommendations for Initial Proprietary School Licensure from Future Action to Action

LEGISLATIVE AFFAIRS COMMITTEE, Dr. Breeden Blackwell, Chair Dr. Blackwell stated Legislative Affairs Committee had no changes.

APPROVAL OF THE AGENDA Mr. Irwin made a motion to approve the agenda, Mr. McBrayer seconded the motion, and the motion was unanimously approved by voice vote.

APPROVAL OF THE CONSENT AGENDA Dr. Powell made a motion to approve the consent agenda, Mr. Sullivan seconded the motion, and the motion was unanimously approved by voice vote.

Items approved on the Consent Agenda were as follows: FINANCE COMMITTEE, Mr. Lynn Raye, Chair Allocation for Small College Prison Program (Attachment FC 13) Construction and Property (Attachment FC 14)

PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair Curriculum Programs to be Archived (Attachment PROG 10) Curriculum Program Applications – Fast Track for Action (Attachment PROG 11) Curriculum Standard Revision (Attachment PROG 12)

SBCC 03/16/2018 - 2 -

Items approved on the Consent Agenda were as follows (continued): PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair (continued) Combined Course Library – Continuing Education (Attachment PROG 13) Courses of Instruction – Captive/Co-opted Groups (Attachment PROG 14) Curriculum Program Applications – Captive/Co-opted (Attachment PROG 15)

ACCOUNTABILITY AND AUDIT COMMITTEE, Ms. Lisa Estep, Chair System Office Internal Audit Plan FY 2018 (Attachment AUD 04)

RESOLUTION Vice-Chair Rose presented Mr. Mike Hughes, Vice President, Local Government and Community Relations and Ms. Amy Strecker, Principal Community Affairs Manager a Resolution Honoring Duke Energy for a Loyal Partnership with the North Carolina Community College System.

Mr. Hughes expressed his gratitude for the opportunity to recognize the partnership between Duke Energy and the North Carolina Community College System. Mr. Hughes and Ms. Strecker presented a $5,000,000 check to represent the commitment.

SMALL BUSINESS CENTER RECOGNITION Ms. Anne Shaw, State Director of the Small Business Center Network recognized the Small Business Center Network Excellence Award winners. • Rookie of the Year – Allen Cook, Mayland Community College • Innovation Award – Programs and Seminars – Renee Hode, Central Piedmont Community College • Innovation Award – Services and Collaboration – Katy Gould, Haywood Community College; Tiffany Henry, Southwestern Community College; and Katheryn Jenkins, Tri-County Community College • Business Success Story – Most Impact – Martha Larson, Davidson Community College • Business Success Story – Most Impact – Tanya Weary, Vance-Granville Community College • Business Success Story – Overcoming Challenges – Barbara Hall, Rowan-Cabarrus Community College • Director of the Year – Mark Hagenbuch, Guilford Technical Community College • Director of the Year – Todd Lyden, Bladen Community College • Boots on the Ground Award – Shareen Berkowitz, Pitt Community College

REPORTS: Dr. David Johnson, President of North Carolina Association of Community College Presidents President Johnson updated the board on NCACCP activities: • Presidents met on January 31 through Feb 2, 2018. o Presidents voted to approve moving forward in developing a position for logistical and administrative support of the association. Much of the conversation centered on defining job duties. o The Personnel and Professional Development Committee is heavily involved in designing an orientation program for new presidents led by Dr. John Enamait, President, Stanly Community College. SBCC 03/16/2018 - 3 -

o Presidents approved making a request to the North Carolina State Education Assistance Authority (NCSEAA) for analysis of the Residency Determination Services (RDS) data to identify edits that simplify and shorten the RDS interview. o Programs committee discussed Title II funding formula. There was no opposition expressed by presidents. o President Haygood and her staff gave thorough and informative updates on behalf of the System. Suggestions were made and received, and, many of the comments from the meeting are reflected in draft language. o Several speakers discussed topics of interest to include: Ms. Liz Murphy – CampusWorks/ERP, Dr. Rebecca Tippett – Carolina Demography, Mr. Brian Gouker, National Security Agency, and Mr. Scott Dorney – Military Business Center. o The meeting agenda ended with a panel of NC legislators discussing the future of NC Community Colleges and taking questions from the presidents. Many thanks to Mary Shuping for organizing the discussion. • Four NC Community Colleges were finalists in two (three categories available) Bellwether Award category areas. o Fayetteville Technical CC – Pathways for Transitioning Military to fill Workforce Gaps – Workforce Development Category o Rowan-Cabarrus CC– From Day One, Providing Affordable, Accessible, and Adaptable Digital Resources – Planning, Governance and Finance Category o Forsyth Technical CC – Community College Consortium for Bioscience Credentials – Workforce Development Category o Johnston CC – One College: New Operational Model for Community Colleges – Planning, Governance, and Finance Category

Mr. Roderick Gooden, President of the North Carolina Comprehensive Community College Student Government Association Mr. Gooden updated the board on N4CSGA activities: • The N4CSGA Executive Board met on January 20th. • Continued planning for the upcoming Fall 2018 N4CSGA Conference • Student representatives attended the National Summit of the Association of Community College Trustees with DCCC President, Dr. Mary Rittling. • The N4CSGA is reviewing their website to identify changes that need to be made to assure it is a helpful resource for students who want information about the association. • Mr. Gooden extended an invitation to State Board members who would like to attend the Spring 2018 N4CSGA conference on April 6-8, 2018 at the Durham Sheraton Imperial.

COMMITTEE REPORTS PERSONNEL COMMITTEE, Mr. Bill McBrayer, Chair Initiation of Rulemaking Process to Amend 1C SBCCC 200.94 – Holiday Leave (Attachment PER 04) President Haygood reviewed the proposed SBCCC language. President Haygood highlighted language on line 25 of page 7, “Local community college boards of trustees shall determine when holidays are scheduled on the college calendar and require employees to take annual leave, special leave granted by the General Assembly, accumulated compensatory leave, or leave without pay during time on days other than holidays when classes are not scheduled to be in session.”

SBCC 03/16/2018 - 4 -

Mr. McBrayer recommended and moved the following item be approved by the board:

Initiation of Rulemaking Process to Amend 1C SBCCC 200.94 – Holiday Leave (Attachment PER 04)

The motion was unanimously approved by voice vote.

The Board entered into closed session pursuant to North Carolina General Statute section 143- 318.11(a)(1) to prevent the disclosure of information that is confidential or privileged pursuant to North Carolina General Statute section 115D-27; North Carolina General Statute section 143-318.11(a)(6) to consider the qualifications, competence, performance, and fitness of individual prospective public employees; and North Carolina General Statutes 132-1.2(l)(c.) and 143-52(a) and Title 1, Chapter 5B, section 0103 and section 0309 of the North Carolina Administrative Code following a motion by Mr. McBrayer, a second by Mr. Stephens, and a voice vote by the Board.

The Board discussed the matters referenced above.

Mr. Raye made a motion to go into open session, seconded by Dr. Powell.

The Board took recess from 10:41 a.m. till 10:49 a.m.

Mr. McBrayer recommended and moved the following item be approved by the board:

Dr. Paul Hutchins to serve as President of Martin Community College effective March 1, 2018.

The motion was unanimously approved by voice vote.

FINANCE COMMITTEE, Mr. Lynn Raye, Chair Catawba Valley Community College Multi-Campus Center Request (Attachment FC 08) Ms. Grovenstein reviewed the requirements a college must meet to request preliminary approval for a multi-campus center (MCC). Staff found Catawba Valley Community College did not meet the minimum 300 budget FTE requirement outlined in section nine. The data provided included FTE at the Alexander Center as well as the nearby prison. Staff recommends the request be tabled until the Alexander Center location has achieved 300 budget FTE for instruction occurring at the location exclusive of the Alexander Correctional Institution.

Chairman Raye requested that President Hinshaw from Catawba Valley Community College come speak to the Board at a future meeting.

On behalf of the Finance Committee, Mr. Raye recommended this request to be tabled until minimum of 300 budget FTE is met based on recommendations by staff, seconded by Mr. Stephens

Catawba Valley Community College Multi-Campus Center Request (Attachment FC 08)

The above item is tabled until the minimum 300 budget FTE requirement is met.

SBCC 03/16/2018 - 5 -

Surry Community College Multi-Campus Center Request (Attachment FC 09) Ms. Grovenstein stated Surry Community College also does not satisfy the 300 budget FTE and staff recommends the request be tabled until the Yadkin Center can qualify based on instruction occurring at that location, exclusive of the online student enrollment.

Mr. Pearson asked if the 300 FTE is statutory. President Haygood shared the criteria were set by the State Board in 2014. Mr. Pearson recommended allowing an exception. Mr. McBrayer stated that he feels the State Board needs to be consistent across the system. Mr. Sullivan feels the policy is out of sync with what is needed in North Carolina. Ms. Grovenstein shared staff is working on the following: 1) look at the history and analysis in establishment of 300 FTE, 2) the concerns in relation to online or distance learning, 3) size of counties, and 4) develop the state board code in collaboration with the presidents. Mr. T. Johnson stated there can be exceptions to policy, but that is a treacherous path to set the precedence by making exceptions for rural counties. The best route would be to review the current policy in conjunction with the presidents and vet the criteria.

President Haygood reiterated the criteria may need to be reviewed. She outlined the difference between a multi campus center versus an off-campus center. The importance of getting preliminary approval is for there to be a substantive presence to support the extra costs of duplicative services. A college is not prohibited to provide instruction in the counties. The money is for duplicative services and a request to the General Assembly.

Vice Chair Rose stated his thought of tabling both items FC 08 and FC 09 to be discussed again after research.

Mr. Raye shared he would like Dr. Shockley to speak to the Board at a future meeting.

Ms. Grovenstein stated she and President Haygood will be consulting with Mr. Kennon Briggs about how the criteria were developed originally.

On behalf of the Finance Committee, Mr. Raye recommended this request to be tabled until minimum of 300 budget FTE is met based on recommendations by staff, seconded by Mr. Stephens

Surry Community College Multi-Campus Center Request (Attachment FC 09)

The above item is tabled until the minimum 300 budget FTE requirement is met.

Proposed Title II Adult Education and Family Literacy Act (AEFLA) Allocation Formula (Attachment FC 10) The State Board is asked to approve the funding allocation formula for all Title II AEFLA funds awarded through a competitive RFP process. The formula was developed by a committee which began its work in March of 2017 which was a cross representation of current providers. Will supersede current formulas. Ms. Grovenstein reviewed the details of the funding.

Mr. F. Johnson moved to amend the mitigation section of FC 10 and replace it with the following, seconded by Mr. Stephens:

SBCC 03/16/2018 - 6 -

Mitigation The allocations associated with this proposed new formula will be calculated using FY 2017- 18 data and compared against the calculation using the FY 2017-18 formula and FY 2017- 18 data for the first year’s allocation under this new formula. For providers who received an FY 2017-18 allocation, the FY 2018-19 allocations will be adjusted such that the amount will be no less than 15% below the amount calculated using the FY 2017-18 formula.

Mr. F. Johnson stated the proposed amendment would lessen the impact to the Community Based Organizations (CBOs) and community colleges.

Mr. T. Johnson stated is not against the CBOs; however, the Board must make sure that everyone is held to the same standard and make the largest impact.

Mr. F. Johnson stated CBOs are serving students in smaller groups as opposed to thirty students at a time like community colleges. Mr. Raye shared the vote on the original motion was all in favor except for Mr. F. Johnson. Ms. Estep stated that vote was prior to the substitute motion being presented. She shared her hesitation about approving the amendment due to time and effort invested in the original formula. Mr. T. Johnson reminded the Board community colleges may lose funding. A committee of stakeholders derived the formula after much discussion. Ms. Estep shared she had heard there were some “loud voices” at those meetings and the approval of the formula was not unanimous.

Mr. F. Johnson stated the first-year bumper will be for the betterment of the state.

Mr. Holder stated as a Board, members should respect items the committee brings forth but this needs to be addressed. Vice Chair Rose reminded the Board the amount of funding does not increase if the allocation if the formula changes.

Ms. Rubio-Festa stated the proposed formula is in the spirit of what is needed. There was a lot of statistical analysis behind the decisions.

Mr. Sullivan stated the amended proposal is well-stated and thought-out.

Chairman Rose asked about the differences between original formula and proposed formula. Ms. Rubio- Festa stated some would get less for others to get more. Ms. Grovenstein stated the federal amount would be about $13 million. Until data is received the formula applied, a solid figure of the difference cannot be determined.

Chair Rose shared the primary driver is access and performance, it seems like we run the risk of subsidizing poor performers by taking funding away from high performers. Mr. F. Johnson stated the goal of the amendment is to cushion the blow.

Dr. Blackwell asked Ms. Rubio-Festa how the stakeholders were chosen for the committee. Ms. Rubio- Festa gave the demographics of the committee. Each representative had to make a year commitment

SBCC 03/16/2018 - 7 - and there were 15 people on committee. Dr. Blackwell asked what was the input SO staff on the committee. Ms. Rubio-Festa stated staff provided space and facilitated. The committee dictated its decisions to staff.

Mr. Pearson made the motion to call a vote on substitute motion. Mr. Jenkins conducted a roll call vote. For: Against: Mr. Weatherman Mr. Pearson Dr. Blackwell Mr. Shook Mrs. Estep Dr. Powell Mr. T. Johnson Mr. Twiddy Mr. Holder Mr. Stephens Mr. McBrayer Mr. Vaughan Mr. Irwin Mr. Sullivan Mr. Raye Dr. Willis Mr. F. Johnson Mrs. Whitford Mr. Rose Final tally – 10 for and 9 against, motion carried.

The amended item was approved for:

Proposed Title II Adult Education and Family Literacy Act (AEFLA) Allocation Formula (Attachment FC 10)

Allocation for Tobacco Trust Fund Commission (Attachment FC 11) Ms. Grovenstein stated the funding through “Project Skill-UP” – Tobacco Trust Fund Commission (TTFC) provide scholarships for students in short-term workforce training programs who live in areas adversely impacted by changes in the tobacco-related sector of the economy.

Mr. Irwin asked if the allocation goes to the primary county the community college serves. Ms. Roberton stated the Tobacco Trust Fund allocations are to the college. The college is responsible for establishing award criteria which align with the TTFC mission.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board.

Allocation for Tobacco Trust Fund Commission (Attachment FC 11)

The above item was approved by voice vote.

FY2017-18 Compensation Reserve Report (Attachment FC 12) Ms. Grovenstein reviewed the Compensation Reserve Report which will be submitted to the General Assembly. There were no questions.

On behalf of the Finance Committee, Mr. Raye recommended and moved the following item be approved by the board.

FY2017-18 Compensation Reserve Report (Attachment FC 12)

The above item was approved by voice vote.

SBCC 03/16/2018 - 8 -

PROGRAMS COMMITTEE, Dr. Samuel Powell, Chair Legislative Report - Progress on the Implementation of the Career and College Readiness Graduates Program (Attachment PROG 07) Dr. Chapman reviewed the information about the Career and College Alignment project and the report. The project has been being phased in over the past couple of years. Information on the models and the refinement being done is included in the report.

On behalf of the Programs Committee, Dr. Powell recommended and moved the following item be approved by the board.

Legislative Report - Progress on the Implementation of the Career and College Readiness Graduates Program (Attachment PROG 07)

The above item was approved by voice vote.

Cooperative Innovative High School (CIHS) Approval Request (Attachment PROG 08) Dr. Powell shared the request is to approve applications for four new Cooperative Innovative High Schools. These applications were reviewed by joint advisory committee.

On behalf of the Programs Committee, Dr. Powell recommended and moved the following item be approved by the board.

Cooperative Innovative High School (CIHS) Approval Request (Attachment PROG 08)

The above item was approved by voice vote.

Legislative Reports – Career and College Promise (CCP) Study; Career and College Promise (CCP) Annual Report; Cooperative Innovative High School (CIHS) Annual Report (Attachment PROG 09) Dr. Chapman reviewed the three reports which highlighted the following: • Impact of Cooperative Innovated High Schools and cost of concurrent enrollment. The study information is in Appendix A of the third report. • Evaluation of success of students participating in Career and College Promise and Cooperative Innovative High Schools. • Successes measured by high school retention, completion, dropout, certification and associates degree completion, admission to four-year institutions, post-graduation employment in career or study related fields, and employer satisfaction of employees who participated in and graduated from the schools.

On behalf of the Programs Committee, Dr. Powell recommended and moved the following item be approved by the board.

Legislative Report - Progress on the Implementation of the Career and College Readiness Graduates Program (Attachment PROG 07)

SBCC 03/16/2018 - 9 -

The above item was approved by voice vote.

Uniform Articulation Agreement Between North Carolina Independent Colleges and Universities RN to BSN Programs and North Carolina Community College System Associate Degree Nursing Programs (Attachment PROG 16) Ms. Renee Batts provided a summary of the agreement. The agreement is between the community colleges and several independent colleges and universities. Ms. Batts highlighted the student benefits due to this agreement.

On behalf of the Programs Committee, Dr. Powell recommended and moved the following item be approved by the board.

Uniform Articulation Agreement Between North Carolina Independent Colleges and Universities RN to BSN Programs and North Carolina Community College System Associate Degree Nursing Programs (Attachment PROG 16)

The above item was approved by voice vote.

STRATEGIC PLANNING COMMITTEE, Mr. Clark Twiddy and Mr. Jerry Vaughan, Co-Chairs NC Community Colleges: Putting Education to Work – 2018-22 Strategic Plan (Attachment PLAN 03) Mr. Twiddy asked Mr. McBrayer to present. President Haygood reviewed the work behind developing the Strategic Plan document and reminded members of the discussion at the planning meeting in October 2017. Once approved, bound copies will be produced and distributed to stakeholders and leaders.

On behalf of the Strategic Planning Committee, Mr. McBrayer recommended and moved the following item be approved by the board.

NC Community Colleges: Putting Education to Work – 2018-22 Strategic Plan (Attachment PLAN 03)

The above item was approved by voice vote.

POLICY COMMITTEE, Mr. Ernest Pearson, Chair Adoption of 1A SBCCC 200.3 – “Authority to Waive a SBCC Code Provision” (Attachment POL 01) Mr. Stephens shared this item is based on recommendations made by the State Board of Proprietary Schools.

On behalf of the Policy Committee, Mr. Stephens recommended and moved the following item be approved by the board.

Adoption of 1A SBCCC 200.3 – “Authority to Waive a SBCC Code Provision” (Attachment POL 01)

The above item was approved by voice vote.

SBCC 03/16/2018 - 10 -

LEGISLATIVE AFFAIRS COMMITTEE, Dr. Breeden Blackwell Discussion of Legislative Priorities / Advocacy (Attachment LEG 01) Dr. Blackwell stated a copy of the updated legislative priorities is available at member seats.

NEW BUSINESS Mr. Raye commended staff on getting everything ready for the meeting with the understanding staff was out of place for 7 business days.

PRESIDENTS REPORT President Haygood provided an update with the following highlights: • Though a wild start to 2018 which could distract and discourage, really good work continues. • Celebrating: o Nursing articulation agreement o New strategic plan o Improved communication and dialogue within our System o Modifications made to SB420 through productive civil discourse with representatives from the Presidents’ Association, Trustees’ Association, and State Board. o Constructive discussions at the NCACCP meeting to address the holiday leave policy. o Building relationships with leadership of NCACCT to achieve mutual goals and transparent communications on issues of disagreement.

President Haygood presented the January MVP award to Susan Barbitta.

DATE OF NEXT MEETING The next State Board Meeting will be held on Thursday, March 15, 2018 through Friday, March 16, 2018 in the Dr. W. Dallas Herring State Board Room located in the Caswell Building in Raleigh, North Carolina. More information regarding this meeting will be communicated.

EXPIRING TERMS AND VACANCIES There are currently no terms expiring and no vacancies for the membership of the State Board.

ADJOURNMENT There being no further business to come before the Board, Mr. McBrayer motioned to adjourn, seconded by Chairman Shook, unanimously approved by voice vote at 12:20 p.m.

RESPECTFULLY SUBMITTED BY: APPROVED BY: Secretary

______Jennifer Haygood, Acting System President Mr. Scott Shook, Chair

SBCC 03/16/2018 - 11 - AGENDA State Board of Community Colleges PERSONNEL COMMITTEE Caswell Building, Innovation Station (Rm B10-1) Thursday, March 15, 2018 – 11:15 a.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 15, 2018

For Information • System Office Vacancy Report – March 2018 (Attachment PER 01) • College President Status Report – March 2018 (Attachment PER 02) • SBCC Code Report – March 2018 (Attachment PER 03)

New Business

Adjourn

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] North Carolina Community Colleges System Office Attachment PER 01 Vacancies as of February 28, 2018

Position # Division Position Title Date Vacated Separation Reason Status Start Date 60088000 Technology IT Architect 10/18/2016 Redesigned position Pending Reclassification 60088112 Business and Finance Dir Coll Capital Finance and Plan 3/1/2017 Retirement Offer Accepted 3/13/2018 65018902 Executive Bus Tech App Analyst 4/17/2017 Internal Promotion Position Under Review 60095041 Technology SME Technical Users 5/13/2017 Separation - College Pending Reclassification 65004544 Business and Finance Contracts Specialist 6/30/2017 Separation - State Preparing to Advertise 60088070 Technology Dir College Tech System Support 10/1/2017 Retirement Filled 2/7/2018 60088151 Programs Education Consultant III 8/3/2017 Separation - Private Pending Reclassification 60088149 Programs Education Program Admin I 11/30/2017 Separation - College Offer Accepted 4/9/2018 60013024 Economic Dev Processing Assist IV 7/1/2017 New Position Screening/Interviewing 60013019 Economic Dev Workforce Dev Specialist 7/1/2017 New Position Screening/Interviewing 60088183 Executive Social Research Assistant II 1/16/2018 Separation - State Preparing to Advertise 65018450 Business and Finance Budget Analyst 1/31/2018 Retirement Preparing to Advertise 60088026 Technology Bu Tech App Analyst 12/31/2017 Retirement Accepting Applications 65009396 Programs Fire and Rescue Training Superv 12/31/2017 Retirement Accepting Applications 65012551 Programs Education Consultant III 1/2/2018 Separation - College Position Under Review 60013035 Economic Dev Apprenticeship Specialist 7/1/2017 New Position Accepting Applications

Year-to-Date Statistics Retirements 9 # of budgeted positions 210 Separations - College 7 # of vacated positions 35 Separations - State 2 # of vacancies filled 21 Separations - Private 4 Separations - Other 2 Internal Promotions 4 New Positions 4 Date: 2/28/2018 Redesigned Positions 3

SBCC 03/16/2018 STATE BOARD OF COMMUNITY COLLEGES Attachment PER 02 College Presidents Status Report

College President Appt. Date Status Alamance Community College Dr. Algie C. Gatewood 10/1/2013 Asheville Buncombe Technical Community College Dr. Dennis F. King 8/1/2014 Beaufort County Community College Dr. David Loope 6/1/2017 2017 NEW Bladen Community College Dr. William Findt 8/1/2008 SEARCHING Blue Ridge Community College Dr. Laura Leatherwood 7/1/2017 2017 NEW Brunswick Community College Dr. Susanne Adams 7/1/2011 SEARCHING Caldwell Community College & Technical Institute Dr. Mark Poarch 7/1/2016 2016 NEW Cape Fear Community College Mr. Jim Morton (I) 1/23/2015 SEARCHING Carteret Community College Dr. John Hauser 7/1/2017 2017 NEW Catawba Valley Community College Dr. Garrett Hinshaw 8/1/2006 Central Carolina Community College Dr. T.E. Marchant 8/15/2008 Central Piedmont Community College Dr. Kandi Deitemeyer 1/1/2017 2017 NEW Cleveland Community College Dr. William Aiken (I) 8/1/2017 SEARCHING Coastal Carolina Community College Mr. David Heatherly 1/1/2017 2017 NEW College of The Albemarle Dr. Robert Wynegar 4/21/2017 2017 NEW Craven Community College Dr. Raymond Staats 7/20/2015 Davidson County Community College Dr. Mary E. Rittling 8/15/2003 SEARCHING Durham Technical Community College Dr. William Ingram 1/1/2008 Edgecombe Community College Dr. Deborah L. Lamm 11/4/2004 SEARCHING Fayetteville Technical Community College Dr. J. Larry Keen 8/1/2007 Forsyth Technical Community College Dr. Gary Green 7/1/2001 SEARCHING Gaston College Dr. Patricia A. Skinner 7/1/1994 Guilford Technical Community College Dr. Randy Parker 9/1/2011 Halifax Community College Dr. Michael Elam 2/1/2017 2017 NEW Haywood Community College Dr. Barbara Parker 7/1/2013 Isothermal Community College Mr. Walter Dalton 5/1/2013 James Sprunt Community College Dr. Lawrence Rouse 1/1/2005 Johnston Community College Dr. David N. Johnson 7/1/2009 Lenoir Community College Dr. Russell Hunt 10/1/2016 2016 NEW Martin Community College Dr. Paul Hutchins 3/1/2018 2018 NEW Mayland Community College Dr. John C. Boyd 1/1/2011 McDowell Technical Community College Dr. John Gossett 8/1/2016 2016 NEW Mitchell Community College Dr. Tim Brewer 3/1/2012 Montgomery Community College Dr. Chad Bledsoe 4/6/2015 Nash Community College Dr. William S. Carver, II 8/1/2005 Pamlico Community College Dr. James Ross 7/25/2016 2016 NEW Piedmont Community College Dr. Pamela Senegal 7/1/2017 2017 NEW Pitt Community College Dr. G. Dennis Massey 8/1/2003 SEARCHING Randolph Community College Dr. Robert S. Shackleford, Jr. 1/1/2007 Richmond Community College Dr. W. Dale McInnis 3/1/2010 Roanoke-Chowan Community College Dr. Stanley Elliott 10/2/2017 2017 NEW Robeson Community College Dr. Kimberly Gold 1/1/2017 2017 NEW Rockingham Community College Dr. Mark Kinlaw 1/20/2015 Rowan-Cabarrus Community College Dr. Carol S. Spalding 8/11/2008 Sampson Community College Dr. Bill Starling 3/1/2018 2018 NEW Sandhills Community College Dr. John R. Dempsey 1/1/1989 South Piedmont Community College Dr. Maria Pharr 1/1/2017 2017 NEW Southeastern Community College Dr. Anthony Clarke 11/3/2014 Southwestern Community College Dr. Don Tomas 7/1/2011 Stanly Community College Dr. John Enamait 8/15/2016 2016 NEW Surry Community College Dr. David R. Shockley 1/1/2012 Tri-County Community College Dr. Donna Tipton-Rogers 10/19/2007 Vance-Granville Community College Dr. Stelfanie Williams 2/1/2012 Wake Technical Community College Dr. Stephen C. Scott 10/1/2003 SEARCHING Wayne Community College Dr. Thomas Walker 9/1/2016 2016 NEW Western Piedmont Community College Dr. Michael S. Helmick 8/1/2014 Wilkes Community College Dr. Jeffrey A. Cox 7/1/2014 Wilson Community College Dr. Tim Wright 8/1/2015

Totals: New 2016 6 New 2017 11 New 2018 2 Searching 9 Approved 0 28

SBCC 03/16/2018 Attachment PER 03

STATE BOARD OF COMMUNITY COLLEGES SBCC Code Report RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process March 16, 2018 PENDING Publication on NCCCS Website March 20, 2018 ADOPTION 1A SBCCC Written Comment Period Ends April 19, 2018 200.4 – “Sound Fiscal Review Comments with SBCC Committee May 17, 2018 and Management 2nd Written Comment Period Ends (if substantive changes) Practices” Hearing Date (if applicable) Presented to SBCC for Adoption May 18, 2018 Prospective Effective Date of Rule June 1, 2018

Initiation of Rulemaking Process February 16, 2018 COMPLETED Publication on NCCCS Website February 20, 2018 COMPLETED AMENDMENT 1C Written Comment Period Ends March 22, 2018 PENDING SBCCC 200.94 – Review Comments with SBCC Committee April 19, 2018 “Holiday Leave” 2nd Written Comment Period Ends (if substantive changes) N/A Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 20, 2018 Prospective Effective Date of Rule May 1, 2018

SBCC 03/16/2018 AGENDA State Board of Community Colleges FINANCE COMMITTEE Caswell Building, Dr. W. Dallas Herring State Board Room Thursday, March 15, 2018 – 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 15, 2018

For Information • Estimated Receipts – February 2018 (Attachment FC 01)

For Action • Allocation for Construction Outreach and Pilot Summer Camps (Attachment FC 02) • State Board Reserve Funding for RISE Model and Pilot Development (Attachment FC 03) • Allocation for Sub-Orbital Student Competition Launch Day Activities (Attachment FC 04) [CA] • North Carolina Community College Grant Program Payment Schedule (Attachment FC 05) [CA] • State Financal Aid Allocation for the Targeted Assistance Student Program (Attachment FC 06) [CA] • Service Agreement for System-Wide Diagnostic Assessment System (Attachment FC 07) [CA] • Construction and Property (Attachment FC 08) [CA]

New Business

Adjourn

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919) 807-6970 or by e-mail at [email protected] MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

FINANCE COMMITTEE MEMBERS PRESENT: Lynn Raye, Chair Lisa Estep Frank Johnson Todd Johnson Jim Rose Burr Sullivan (via phone)

Members absent: Lt. Gov. Dan Forest and Treasurer Dale Folwell

OTHERS IN ATTENDANCE: Elizabeth Grovenstein Chanell Johnson Gilda Rubio-Festa Brandy Andrews Laura Jordan Bill Schneider Jessica Balazsi Cheryl Kaminski Mary Shuping Joono Noel Coste James “JW” Kelley Debra Smith Todd Dunn Brian Long Bryan Conrad (OSBM) Dorrine Fokes Q. Shante Martin David Shockley (Surry CC) Darlene Harris Margaret Roberton Yasmin Tomkinson (Cape Fear Literacy Counc)

WELCOME Mr. Lynn Raye called the meeting to order at 1:30 p.m. in the Dr. W. Dallas Herring State Board Room.

ROLL CALL Laura Jordan took the roll of the Finance Committee members.

ETHICS STATEMENT Mr. Raye read the required ethics statement. There were no conflicts of interest.

APPROVAL OF THE AGENDA Mr. Raye asked for a motion to approve the agenda of the February 15, 2018 meeting as presented. Ms. Estep moved, seconded by Mr. T. Johnson, and the Committee approved.

APPROVAL OF THE MINUTES Mr. Raye asked for a motion to approve the minutes of the November 16, 2017 meeting. Mr. T. Johnson moved, Ms. Estep seconded the motion, and the Committee approved.

FOR INFORMATION Estimated Receipts through December 2017 (Attachment FC 01) Ms. Grovenstein reviewed the estimated receipts collected through December 2017 (in conjunction with Attachment FC 02 – Estimated Receipts through January 2018). Referencing the estimated receipts through December, she noted that receipts to date are continuing to lag behind budgeted levels and are aligning more closely with FY 2015-16. Receipts were down

1 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m. about 5.2% which is equal to about $10 million dollars. Ms. Grovenstein, with Mr. Raye’s permission, then moved on to agenda item FC 02 to discuss the topic of estimated receipts in more depth.

Estimated Receipts through January 2018 (Attachment FC 02) Ms. Grovenstein continued reviewing estimated receipts and noted that based on January numbers, receipts continue to lag behind by about $12.2 million dollars. The North Carolina State Community College System Office is required to maintain a balanced budget and receipts are 24% of the budget. Ms. Grovenstein advised colleges to hold some funds back earlier in the year in anticipation of a possible budget callback. The System Office determined a callback in the amount of eight million dollars was necessary to balance the budget and a communication referencing the required callback was disseminated to all the colleges on January 23rd of this year.

Mr. Raye requested that Ms. Grovenstein address waivers and their impact on the budget. Ms. Grovenstein advised that waivers, especially in the curriculum-tuition area, were a big driver behind the receipt shortfall. An increasing percentage of the population of students were receiving waivers. Mr. F. Johnson wanted information on the exact percentage of the waivers’ contribution to the budget shortfall. Ms. Grovenstein indicated that she did not have this year’s data, but according to last year’s data, waivers covered a substantial amount of the receipt shortfall. Ms. Estep noted that waiver amounts vary from college to college and Ms. Grovenstein acknowledged this affirmatively. Mr. Raye brought up the Early College program and Ms. Grovenstein stated that the primary waiver being seen in tuition receipts is the Career and College Promise Program.

Mr. T. Johnson asked about the actual percentage called back. Ms. Grovenstein replied that, while originally the percentage had been estimated at 1%, she looked carefully at the budget numbers and determined that only .6% of the budget needed to be called back. Mr. T. Johnson wanted to know when the last call back had occurred. Ms. Grovenstein advised that the last callback had taken place in FY 2015-16. Mr. T. Johnson questioned whether the possibility existed that an additional callback would be required. Ms. Grovenstein felt that the eight million dollars requested in the current callback would be sufficient to cover the shortfall barring unforeseen circumstances. She added that the State Aid team reported to her that the receipt situation had a more positive outlook. Ms. Estep wanted more information on who the State Aid Team was and the data they provided. Ms. Grovenstein advised that the State Aid Team worked in her division, daily monitored data referencing receipts and submitted a weekly summary report to her (and other NCCCS management personnel) on receipts. Ms. Estep questioned what receipts were included in the data used by State Aid. Ms. Grovenstein responded that the receipts included were tuition and registration fees for continuing educaton courses.

2 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Annual Survey of Fees FY 2016-17 (Attachment FC 03) Ms. Grovenstein stated that this informational report is provided to the State Board on a yearly basis in accordance with the code adopted in 2014 by the State Board noting that “colleges shall report local fees on an annual basis”. Ms. Grovenstein introduced each fee which included Instructional Technology Fees; Student Activity Fees; College Access, Parking and Security Fees; and Institution Specific Fees. She emphasized that these fees were not part of the state budget. She noted that an annual survey is conducted to collect the required data. Four spreadsheets referencing each fee were provided outlining the fee amounts charged by each college and the total amounts for the College System as a whole. Ms. Grovenstein briefly elaborated on the information covered in each spreadsheet for the board members.

Ms. Estep noticed while looking at the spreadsheets that some colleges were holding on to significant balances and others had negative balances. She wanted to know why this was the case, especially referencing the negative balances. Ms. Grovenstein stated that she did not possess accurate information in terms of the overly large positive balances but that it was possible that these colleges were trying to accumulate funds to procure a large purchase. In reference to the negative balances, Ms. Grovenstein advised that staff had followed up on all of the negative balances. Colleges contacted stated that they were either not expending any more funds or significantly reducing spending until they acquired a positive balance, hopefully by year’s end. Blue Ridge Community College specifically noted that they no longer had a negative balance and the issue had been resolved. Ms. Estep questioned whether the schools in the negative were borrowing from other fund balances. Ms. Grovenstein replied that if a college had a negative balance, it had spent other institutional funds. Ms. Estep requested additional information on what the colleges with accrued balances were planning on utilizing their funding for. Ms. Grovenstein communicated that staff would collect this information.

Mr. F. Johnson noted that these funds weren’t actually directed or collected by the System Office and inquired as to what the State Board’s responsibility was regarding these fees. Ms. Grovenstein elaborated on the State Board code mentioned earlier and stated that the Board had adopted a policy authorizing colleges to set these fees. She noted that the colleges in turn made the local decision regarding whether to charge these fees and how much to charge within the designated allowable maximum set by the State Board.

ConnectNC Bond Status Report (Attachment FC 04) Ms. Grovenstein noted that this report was compiled quarterly at the request of the Legislature. She explained that the State Board was not required to submit this item but rather the System Office, thus it was being shared for informational purposes only. She introduced the Executive Summary portion of the report and elaborated on the fact that the Board had approved 71% of the $350 million Connect NC Bond funds. She noted that the total number of projects was 209.

3 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Ms. Grovenstein, upon making an earlier presentation to the Legislative Capital Oversight Committee, was asked to add information to the report regarding matching requirements. She noted that new columns containing this information had been added to the report spreadsheet and pointed out these new columns to the Finance Committee Members, elaborating on what the information in each column represented in reference to matching funds.

Mr. T. Johnson remarked that this law is basically an incentive for local boards to continually invest in properties instead of waiting until the match occurs. He stated he would like to see the spreadsheets that were shared with the Legislature detailing the match information. Ms. Grovenstein explained that the spreadsheets were updated regularly and maintained on the System Office website. She would share the link with the Committee Members.

System Office Contract Report as of December 31, 2017 (Attachment FC 05) Ms. Grovenstein explained to the committee that this report was provided to the Board twice a year. She noted that there was a specific, designated level at which the president can sign contracts. Previously, the amount was $50,000. Back in 2012, the level was raised to $100,000 with the caveat that the specific contracts being signed would be reported to the Board. During this period, seven contracts were signed off on by the System Office President. Some of these contracts were funded with grants and one with state funds.

System Office Grants Awarded Report as of December 31, 2017 (Attachment FC 06) Ms. Grovenstein pointed out that this report was generated twice a year detailing all grants the Community College System had received. She noted that the first two grants listed on the report were the largest, (Adult Education and Family Literacy Act, Career and Technical Education). She briefly outlined the other grants listed on the report for the Committee Members.

State Board Reserve Mid-Year Report (Attachment FC 07) Ms. Grovenstein noted that the State Board was given an appropriation by the General Assembly of $250,000 to be used for certain projects. She stated that these expenditures are brought before and approved by the State Board. Currently, $31,000 of funding remained available for use. Ms. Grovenstein expected to come before the Board next month with a request to utilize the remaining balance for the RISE initiative.

FOR ACTION Catawba Valley Community College Multi-Campus Center Request (Attachment FC 08) Ms. Grovenstein stated that this item consisted of a request for Multi-Campus Center approval by Catawba Valley Community College. By way of background information, Ms. Grovenstein noted that in 2000, the System Office worked closely with the College Presidents to establish

4 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m. the criteria for approval of Multi-Campus designation. In 2014, the criteria was reaffirmed when it was reported to the General Assembly upon official request.

Ms. Grovenstein elaborated on the process for receiving a Multi-Campus designation. She noted that the State Board issued preliminary approval using the established criteria. Upon approval, the Multi-Campus Request would be included in the System Office budget request and submitted to the General Assembly. She continued by stating that upon appropriation of funds by the General Assembly, the Multi-Campus Request would come back before the State Board who would then issue final approval.

Ms. Grovenstein introduced the Multi-Campus Request submitted by Catawba Valley Community College. She briefly discussed the background information provided by the College and briefly touched on the information provided for each of the nine required criteria. Upon coming to item nine, she noted that in the opinion of the System Office, the criteria for this particular item, the minimum FTE of 300, had not been met due to the fact that the submitted FTE included information from the local correctional institution. Therefore, the staff recommendation to the State Board was that the request be tabled until the required FTE was achieved.

Mr. Raye and Ms. Grovenstein emphasized that tabling the item would allow the college to provide an addendum for item nine once the criteria is met rather than starting the process all over again or reapplying.

Mr. F. Johnson stated his support for the Multi-Campus designation once the criteria is met. He believed that there were some basic industries in the Alexander County area that could use the help in workforce development that the new center could provide.

Mr. Sullivan stated that, while he understood there were criteria that had to be met, he did not agree with the one-size-fits-all concept of applying that criteria. He believed that the criteria in question (criteria nine) was unfair to smaller, rural counties and that the criteria needed to, at the very least, be revisited and at some point in the near future, needed to be changed and resubmitted to the General Assembly for approval. He stated that he would like to bring this issue before the Board in a timely manner.

In response to Mr. Sullivan’s concerns, Ms. Grovenstein noted that the 300 FTE requirement was not an arbitrary decision but rather that a fiscal analysis had been completed back in 2000 when the 300 FTE was determined. Referencing bringing this item before the Board, she stated that the Board could definitely study and consider the criteria, especially for criteria nine. She also noted that the criteria could be incorporated into the State Board Code. She advised that part of this process could be studying the criteria and then vetting it through the President’s Association. Finally, she noted that there were some smaller counties with approved multi-

5 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m. campus designations who were able to provide adequate documentation of 300 FTE (Macon County being one).

Ms. Estep noted that it was not uncommon for education systems to have specific criteria and standards. She specifically mentioned the Public School Systems. She noted that fixed costs may be at play in the equation when determining minimum FTE. She noted that, according to the request, a number of county residents were traveling to outside counties for their education. She questioned why residents were traveling to other counties rather than staying in the county and that there might be more to investigate referencing criteria nine other than inability to meet FTE.

Mr. F. Johnson added that, as a resident of one of the outside counties, the travel distance is definitely an issue to consider when deliberating on the multi-campus request. He stated that 20 miles is a long distance to drive to get an education. A campus within five miles would be more attractive to potential students.

Mr. T. Johnson cautioned that, while a certain set of criteria seemed to be unfair, making exceptions for one school meant that you have to exempt others from that criteria and it was a dangerous slope to head down. He stated that if there were issues with criteria, the Board needed to go through the process of rectifying the issue. He voiced one other concern. He noted that the System wished to grow and simply moving students from one “basket” to another did not accomplish that goal. The System needed to ensure that it was attracting additional students.

Mr. Raye requested that a motion be made to table this item. Mr. F. Johnson made the motion and Mr. T. Johnson seconded it. The Committee approved tabling the Catawba Valley Community College Multi-Campus Request (Attachment FC 08).

Surry Community College Multi-Campus Center Request (Attachment FC 09) President David Shockley of Surry Community College was invited to speak to the committee. Dr. Shockley began by stating that he was not asking for an exception but believed that Surry Community College had already met the 300 FTE requirement. He delivered backgound information on how the school had grown since 2003.

In 2015, the campus upsized from one building (used for ten years) to two buildings, the new Yadkin Center being provided with funding by the county. Students registered for classes at the center, were advised there, paid their fees there, and received financial aid there. It was, and is, a comprehensive center. He noted that a third building, the Industrial Training Center, was due to come on line in July 2018. It would house the welding, machining, and electrical wiring programs. He continued explaining that while waiting for the Industrial Training Center to be

6 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m. completed, a small megatronics lab was established and a Megatronics instructor was installed at the Yadkin Center. 64 students were currently enrolled in the megatronics program. Dr. Shockley maintained that if the Industrial Training Center was currently on line and had not been delayed, there would be no argument about FTE. Numerous students would be attending classes at the facility and the FTE would be higher.

Dr. Shockley commented that times have changed since the implementation of the original Multi-Campus Center criteria in 2000. He noted that more and more Yadkin County students, and students in general, prefer to receive their education on-line.

Dr. Shockley further stated that monies and funding generated by on-line courses counted as a budgetary resource for the state and felt that this funding should also count as a resource for multi-campus requests.

Dr. Shockley believed the campus was a multi-campus center and met the needs of students, business and industry. He pled with the committee to take his arguments into account when considering criteria nine for this agenda item.

Mr. T. Johnson voiced a concern about using on-line learning to justify brick and mortar. He stated he would like to look back at the original criteria and understand why these criteria were developed the way they were, especially regarding the criteria as it pertains to on-line learning.

Ms. Grovenstein provided information in regards to data for current multi-campus schools and their approval related to FTE and on-line learning. She stated that there had been no cases on record where a Multi-Campus Request had been approved using on-line FTE. Mr. T. Johnson inquired as to whether any colleges had been denied due to a lack of FTE. Ms. Grovenstein stated that two multi-campus requests were approved directly by the General Assembly that did not meet the required FTE.

Mr. T. Johnson questioned whether the common interpretation of 300 FTE actually meant classroom seats. Ms. Grovenstein stated that Dr. Shockley was correct in stating that on-line instruction did count towards budget FTE. She noted that the interpretation of the System Office for multi-campus requests was that there must be a physical presence rather than on- line instruction. Dr. Shockley argued that this distinction was not stated specifically in the criteria and Surry Community College should not be held accountable for seats when it was not specially stated as necessary in the criteria. Mr. T. Johnson asked for clarification in regards to the basis for the instructors, students and services. He wanted confirmation that these people and services were specifically in Yadkin County. Dr. Shockley answered in the affirmative and offered statistical information supporting his answer.

7 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Mr. Raye acknowledged that Dr. Shockley presented a valid argument referencing on-line learning and that education was going in that direction. He agreed that research was needed and that the criteria needed to be looked at further.

Mr. F. Johnson stated that the criteria didn’t necessarily need to be changed, it needed to be interpreted differently.

Ms. Estep noted that procedures have traditionally been understood one way. She felt that if a change was going to be made regarding incorporating on-line FTE, the entire State Board needed to be part of the discussion. Ms. Estep believed this was a very good question that required a great deal of consideration.

Mr. T. Johnson acknowledged that on-line education was growing in popularity every year, and when the criteria was originally set, on-line education was in its infancy. He believed that criteria should be constantly reviewed and updated to meet current values and needs.

Ms. Estep further noted that while students might opt for on-line education courses, campuses were still needed to support the students and provide direct contact between students and teachers.

Mr. Raye noted that, while he sympathized with Dr. Shockley, he suggested tabling the item until discussion could occur with the full Board referencing criteria nine. Mr. Raye thought it would be a good idea if Dr. Shockley returned and presented his arguments to the full State Board. Dr. Shockley stated that he would do whatever was necessary to move the process forward.

Mr. Sullivan interjected that he would like this item brought before the Board as soon as possible.

Mr. Raye requested that a motion be made to table this item. Mr. T. Johnson made the motion and Ms. L. Estep seconded it. The Committee approved tabling the Surry Community College Multi-Campus Request (Attachment FC 09).

Proposed Title II Adult Education and Family Literacy Act (AEFLA) Allocation Formula (Attachment FC 10) Ms. Grovenstein noted that this item was discussed in January. She stated that the allocation was awarded through a competitive RFP process (which had already begun). The new formula for the allocation was developed by a funding committee established in March 2017 which consisted of a cross-representation of providers who wished to incentivize program improvement, incentivize program access and ensure equity in access of funding. General

8 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Statute 115D denoted that the State Board was the authorizing body to provide for distribution of funding for this allocation which would go into effect July 2018 (subject to receipt of grant award). Ms. Grovenstein further explained that the formula was composed of three components. The first component consisted of a 15% base which would be available to any approved provider. She noted providers would only receive one base. The second component was comprised of 50% access based on weighted tiers and available to providers who received the 2017-18 allocation and provided date of contact hours. The third component was 35% performance and was also available to providers who received the 2017-18 allocation and provided date of contact hours. Ms. Grovenstein briefly explained how the funds would be mitigated for 2018-19 allocations.

Mr. Raye turned the floor over to Mr. F. Johnson, who had some concerns referencing this agenda item. He believed there were inequities in how the funding was distributed and that the formula was complicated. He suggested that further mitigation was required. He noted that people and programs were impacted by this allocation formula and introduced Ms. Yasmin Tomkinson from the Cape Fear Literacy Council to speak.

Ms. Tomkinson believed there may be some unintended consequences to the new formula. She noted that Community Colleges and Community Based Organizations worked in tandem with each other but had very different approaches. She stated that Literacy Councils tailor instruction to the student by providing small classes and one-on-one instruction taught by volunteers. They were a feeder program to community colleges but the students served by literacy councils would not be served by the Community Colleges if these organizations did not exist. She stated that the Literacy Councils served those most in need. Ms. Tomkinson stated that $500,000 would be diverted away from these organizations should this formula go into affect. She briefly described the statistics and information outlined in the handouts provided to the committee. She noted that Literacy Councils worked with other organizations to assist students and follow through on students needs. Community colleges had rigid schedules and required attendance whereas community based organizations had much more flexibility. She added that Literacy Councils provided transportation and met the needs of the student. She finished by stating that the economy would lose money if these students weren’t provided with the services they required.

Mr. Rose brought up the fact that a 15% base was available to all organizations that were awarded the funding. He noted that no one would be completely cut off from this piece of the allocation. He further stated that 50% was based on access, which he seemed to think the Literacy Council met adequately. He noted the final 35% was based on performance. He asked Ms. Tomkinson what exactly she was seeing that was leading to her great concern.

Ms. Tomkinson answered by noting that the access piece was based on contact hours which was basically time spent in class. While this requirement was easy for community colleges to

9 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m. achieve, the literacy councils served people one-on-one or in extremely small classes and they would never achieve the contact hours required to meet this allocation piece. The performance piece was also a challenge because it was based on test scores. Very often, the literacy councils worked with those at lower educational levels and their test scores were not going to be adequate to qualify for this piece either.

Ms. Grovenstein interjected information regarding the performance piece of the allocation. She noted that the state must meet a specific percentage on the performance allocation as a federal requirement to qualify for this program.

Mr. Rose asked if fundraising was an option for the literacy councils. Ms. Tomkinson answered in the affirmative. Mr. Rose noted that if funds were cut regarding this allocation, the councils could potentially make up the difference by using fundraising. Ms. Tomkinson again answered affirmatively but noted it might be more difficult to raise funds in smaller counties and areas.

Mr. Raye invited Ms. Rubio-Festa to speak.

Ms. Rubio-Festa asked for specific questions regarding the formula and how it operated.

Mr. Rose asked how the Community College System became the designee for delegating the funding for this allocation. Ms. Rubio-Festa stated that she was the State Director for Title II and the Community College System was the Pass-Through Agency for this federal award. She did not represent Community Based Organizations or Community Colleges. She was responsible for advocating for all Title II students. She stated that the purpose of the new formula was to distribute funding equitably on behalf of these students. She noted that due diligence and analysis was completed and in the end, the committee made decisions based on what was best for the students.

Mr. F. Johnson surveyed several people in the community college system referencing the formula. Some complained that the new formula was not given to them in a timely manner to review. Some stated that they were threatened with 100% performance funding if they did not vote for the proposed formula. Ms. Grovenstein stated that the funding formula committee looking at the formula was made up of representatives from community colleges and community based organizations. She strongly denied that the the committee members were threatened with 100% performance funding.

Mr. F. Johnson questioned whether the statement was accurate that a college or organization could not reapply for three years. Ms. Rubio-Festa stated that it was accurate that the funding was for three years. She noted that the RFP application process was currently in place and open to all eligible providers. When awarded, the allocation would be for three years. The application process, however, was different from the formula.

10 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Mr. F. Johnson still had some concerns referencing this item and shared some additional comments. He noted that the community based organizations provided more services than just conducting classes. They helped get transportation, child care, and provided the whole package. He felt that these organizations needed some transition time to adjust to the new formula.

Ms. Rubio-Festa responded by stating that all providers must have comprehensive packages including child care and transportation. She added that for accuracy all eligible providers must provide the same services. This formula was meant to reward those serving students most in need with more funding.

Ms. Estep asked Ms. Rubio-Festa to speak to whether community based organizations would be more negatively impacted by the formula. Ms. Rubio-Festa noted that when the initial analysis was done, the committee realized that community colleges would be impacted as well. She pointed out that those organizations not competitive and not awarded would definitely be impacted. Those organizations that were awarded would be positively impacted in some way. She reminded the committee that every awarded agency received a 15% base. As for the remainder of the award, everyone had to perform the same activities based on the law to merit those parts of the allocation.

Mr. Raye requested a motion to approve the item.

Mr. F. Johnson continued stating that he believed the item needed some adjustment and further discussion. He elaborated further on his concerns. He was aware that there was a time constraint in relation to this item. He was reluctant to make a recommendation without some sort of caveat attached to the item and asked if a motion could be made to incorporate this possibility. Ms. Grovenstein noted that two options that were available to him – a motion for approval or to make another motion to act upon.

Ms. Estep motioned for approval.

Mr. F. Johnson wanted to know if he could add the caveat to the motion that the cuts wouldn’t occur immediately but would be portioned out over the three year period. This would give the organizations an opportunity to maintain their work while investigating their options.

Ms. Estep noted that this item was not on the consent agenda and Mr. F. Johnson’s request could be discussed in front of the full board the following day.

Mr. T. Johnson seconded.

11 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

The vote was three in favor, one opposed. The Committee approved the Proposed Title II Adult Education and Family Literacy (AEFLA) Allocation Formula (Attachment FC 10) as presented.

Allocation for Tobacco Trust Fund Commission (Attachment FC 11) Ms. Grovenstein noted that this item referenced a grant being received by the system office. The request was to disperse $210,000 of the grant funds to 14 colleges who in turn would use the funds to provide scholarships for short-term workforce training programs. These scholarships would assist students in communities adversely affected by changes in the tobacco sector of the economy.

Ms. Estep motioned for approval, Mr. T. Johnson seconded. The Committee approved the Allocation for Tobacco Trust Fund Commission (Attachment FC 11) as presented.

FY 2017-18 Compensation Reserve Report (Attachment FC 12) Ms. Grovenstein reviewed this item, noting that it was a report required by the General Assembly that had to be submitted by the State Board outlining how the colleges used the compensation fund from the budget. $22 million was provided for salary increases and $10 million was set aside for additional salary adjustments. She noted that there were specific categories that these adjustments fell into. Ms. Grovenstein went into detail referencing the information provided to the committee.

Mr. T. Johnson motioned for approval, Ms. Estep seconded the motion. The Committee approved the FY 2017-18 Compensation Reserve Report (Attachment FC 12) as presented.

Allocation for Small College Prison Program (Attachment FC 13)[CA] Ms. Grovenstein stated that this was the annual allocation for small college prison program start-up funding. The original allocation was appropriated by the General Assembly in 1999 and was reoccurring each year. The intention behind the funding was that small colleges would use it to start up prison programs. The funding and programs were directed by the Department of Public Safety - Adult Correction and Juvenile Justice. Ms. Grovenstein noted that four colleges had been approved for this allocation.

Mr. F. Johnson motioned for approval, Mr. T. Johnson seconded the motion. The Committee approved the Allocation for Small College Prison Program (Attachment FC 13) as presented.

Construction and Property (Attachment FC 14)[CA] Ms. Grovenstein reviewed the following items:

Category A: New (Non-State and Other State funds): Ms. Grovenstein noted that there were three projects in this category. She drew the Committee’s attention to the Edgecombe project and stated that it was in

12 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

line with the recent Economic Development announcement. Edgecombe Community College received $10 million from the Golden Leaf funds. This item was tied to an item in Category F. Mr. F. Johnson questioned whether the Golden Leaf funds were state funds. Ms. Grovenstein responded that the funds were directed by the General Assembly to the Golden Leaf fund, so they could be considered state funds, but for this particular instance.

Category B: Amended (Non-State and Other State Funds): Ms. Grovenstein noted there were two amended projects at Fayetteville Technical Community College and one at Isothermal Community College. These were not Connect NC Projects.

Category C: New (Connect NC Bond Funds): Ms. Grovenstein stated that there was only one Connect NC project this month. Isothermal was building an Agri-Business facility.

Category D: Amended (Connect NC Bonds Funds): Ms. Grovenstein noted that these items were typically what the committee has seen before due to escalation in bids and cost increases.

Category E: Project Approval – Final – Close Out (Connect NC Bond Funds): Ms. Grovenstein happily reported that there were two more projects that had closed out.

Category F: Acquisition and Disposal of Real Property: Ms. Grovenstein stated that there were three property acquisitions – one in connection with the Edgecombe County project as discussed earlier.

Mr. T. Johnson motioned for approval, Ms. Estep seconded the motion. The Committee approved Construction and Property (FC 14) as presented.

Contract Award to Vendor for Construction/Contractor Careers Branding (Attachment FC 15) Mr. Raye made a motion to go into “Closed Session for Discussing Bids”, and was seconded by Ms. Estep. At that time, system office staff left the room for the Committee members to discuss the contract.

In the closed session, Mr. T. Johnson motioned for approval of the agenda item, seconded by Mr. F. Johnson.

13 SBCC 03/16/2018 MINUTES State Board of Community Colleges FINANCE COMMITTEE Thursday, February 15, 2018 - 1:30 p.m.

Following the closed session, Mr. T. Johnson motioned for approval to return to open session, seconded by Mr. F. Johnson.

ADJOURNMENT Mr. T. Johnson motioned, seconded by Mr. F. Johnson and the meeting was adjourned at 3:15 p.m.

Respectfully Submitted, Laura Jordan Recording Secretary

14 SBCC 03/16/2018 Attachment FC 01 STATE BOARD OF COMMUNITY COLLEGES ESTIMATED TUITION AND FEES COLLECTED THROUGH February 28, 2018 INCR/DECR OVER 2015‐16 2016‐17 2017‐18 PRIOR YEAR

BUDGETED RECEIPTS$ 350,495,365 $ 341,978,024 $ 340,722,245 ‐0.4%

ACTUAL NET RECEIPTS COLLECTED 280,922,539 273,787,467 263,604,419 ‐3.7%

BUDGETED RECEIPTS UNCOLLECTED $ 69,572,826 $ 68,190,557 $ 77,117,826

PERCENT OF BUDGET COLLECTED 80.2% 80.1% 77.4%

PERCENT OF BUDGET BENCHMARK (3 year average) 83.7% COLLECTION BENCHMARK $ 285,048,107

DIFFERENCE BETWEEN ACTUAL & BENCHMARK (3 year average)$ (21,443,688) PERCENT OVER‐REALIZED / (SHORTFALL) ‐7.5%

PERCENT OF BUDGET BENCHMARK (last year) 82.0% COLLECTION BENCHMARK $ 279,355,379

DIFFERENCE BETWEEN ACTUAL & BENCHMARK (last year)$ (15,750,960) PERCENT OVER‐REALIZED / (SHORTFALL) ‐5.6%

FY 2017‐18 BUDGETED RECEIPTS REFLECTS THE FOLLOWING LEGISLATIVE ADJUSTMENT:

$ 110,000 NR YOUTH APPRENTICESHIP TUITION WAIVER $ (1,365,779) ENROLLMENT DECLINE ADJUSTMENT

$ (1,255,779) ‐0.4% BUDGETED RECEIPTS DECREASE

SBCC 03/16/2018 Attachment FC 02

STATE BOARD OF COMMUNITY COLLEGES Allocation for Construction Outreach and Pilot Summer Camps FY 2017-18

Request: The State Board is asked to approve $12,000 to be allocated to Durham Technical Community College (DTCC) for a construction outreach and pilot summer camp to augment the construction and contractor careers re-branding and messaging effort.

Strategic Plan Reference(s): Theme: Student Interest and Access GOAL 1: Increase the percentage of North Carolinians, particularly within underserved populations, pursuing and easily accessing education or training through North Carolina community colleges 1.1 Increase student interest and success in industries experiencing skills gaps. 1.2.1 Market the value of technical education and workforce training for jobs/careers.

Background: The Legislature appropriated $200,000 during the 2017 Legislative Session to the North Carolina Community College System (NCCCS) to be used for re-branding of construction and contractor careers and the identification of appropriate messaging for marketing materials targeting traditional high school students, minorities, females, veterans, and underserved adults. Language in the legislation includes that the funds would support a collaboration between the NCCCS and construction industry trade associations to address workforce training needs in the construction industry. The System Office collaborated with the Carolinas Association of General Contractors in the development of a communications and outreach plan to increase interest in job opportunities in the industry. Part of the System’s comprehensive outreach plan is to expose more public school children to construction careers through summer camps.

The cost is estimated to be $12,000 to plan, develop, and implement a summer camp for public school students at DTCC. Included in the costs are instructor salary, consumables/materials, personal protective equipment (goggles, aprons, leather gloves, hard hats), and tools It is anticipated that the camps will be held in the month of July and will serve 30 students.

Rationale: DTCC has been working with the Durham Association of General Contractors on similar programming, and the Carolinas Association of General Contractors has requested that DTCC pilot a summer camp program that can be packaged and scaled for use by any of the other North Carolina community colleges.

Method of Allocation: Durham Technical Community College will be allocated $12,000 for the costs to plan, develop, and implement a construction careers summer camp.

Allocation Amount and Time Period: The allocation of funding in the amout of $12,000 is for the period of March 16, 2018 through June 15, 2018. SBCC 03/16/2018 Attachment FC 02

Fund Source and Availability: Funding is available from the FY 2017-18 State General Fund Appropriations.

Contact Person: Matthew Meyer Associate Vice President Educational Innovations

SBCC 03/16/2018 Attachment FC 03

STATE BOARD OF COMMUNITY COLLEGES State Board Reserve Funding for RISE Model/Pilot Development

Request: The State Board is asked to approve an amount not to exceed $29,000 to fund professional development for the proposed revisions to the System’s Developmental Education/Remediation program, with Wake Technical Community College (WTCC) serving as the lead institution in collaboration with the System Office.

Strategic Plan Reference(s): Theme: Clear and Supported Pathways for Student Progress and Success Goal 2: Provide a continuum of education, training advising, and support to help learners make informed decisions that lead to credentials and careers.  Objective 2.2: Provide integrated, targeted support services that promote student success.  Objective 2.4: Reduce achievement gaps for underserved students.

Rationale: RISE is a conceptual model for increasing enrollment and success in appropriate gateway‐level math and English courses as fundamental components of a student’s structured educational experience. Although many of the System’s recent initiatives and strategies have assisted students in attaining their goals, the students that need the greatest assistance, the most academically underprepared, the most underserved and at‐risk, are not showing as much success as other student populations. A national scan of evidence‐based best practices, aimed specifically for the target groups mentioned above, led to the proposal of an North Carolina aligned corequisite model, designed to increase success rates in gateway math and English and align corequisite classes to career pathways. In November 2017, the North Carolina Association of Community College Presidents endorsed the development/refinement of a RISE model to be piloted by several colleges in spring 2019. The comprehensive and holistic nature of RISE warrants extensive, ongoing professional development. As WTCC has served as the lead college in the Career‐ and College‐ Ready Graduate (CCRG) work and already has the infrastructure in place to coordinate the needed professional development, and recognizing that CCRG and RISE are very integrated, the State Board is asked to approve an allocation to Wake Technical Community College to create professional development (PD): online modules that can be delivered in Blackboard or Moodle, and face‐to‐face. a. To include faculty, instructional designers, and student services staff in the development of the PD ‐ $15,000 b. Delivery of PD ‐ 8 regional sessions (minimum 3 staff for each session) ‐ $9,000 c. College lead ‐ $5,000 Total: $29,000

Fund Source and Availability: FY 2017‐18 funding is available from the State Board Reserve fund. SBCC 03/16/2018 Attachment FC 03

Allocation Amount and Time Period: The $29,000 allocation is for the period of March 19, 2018‐June 30, 2018.

Contact(s): Dr. Lisa M. Chapman Senior Vice President & Chief Academic Officer

SBCC 03/16/2018 Attachment FC 04

STATE BOARD OF COMMUNITY COLLEGES Allocation for Sub-Orbital Student Competition Launch Day Activities FY 2017-18

Request: The State Board is asked to approve $1,000 to be allocated to Catawba Valley Community College from the North Carolina Space Grant Affiliate budget.

Background: The North Carolina Space Grant (NC Space Grant) is a consortium of universities, industries, government agencies, and non‐profit organizations committed to addressing the Nation’s science, technology, engineering, and mathematics workforce development needs. The North Carolina Community College System (NCCCS) Office, as an affiliate institution of the State’s NC Space Grant, is supporting a high-altitude balloon payload student-design competition for the fourth year in a row. The launch occurs in the first week of April from Catawba Valley Community College (Catawba Valley CC). The balloons are filled with helium and typically a dozen large tanks of gas are required for the launch. For safety and ease, Catawba Valley CC, who has a participating team in the event, purchases the gas, and has it delivered to the launch location on campus.

Method of Allocation: As the designated launch site for the competition, Catawba Valley CC will be allocated $1,000 for helium and extra balloons for the launch day activities.

Allocation Amount and Time Period: The allocation of funding in the amount of $1,000 is for the period of March 16, 2018 through June 30, 2018.

Fund Source and Availability: These funds are available through the North Carolina Space Grant Affiliate program for the period July 1, 2017 – June 15, 2018.

Contact Person: Matthew Meyer Associate Vice President Educational Innovations

SBCC 03/16/2018 Attachment FC 05

STATE BOARD OF COMMUNITY COLLEGES North Carolina Community College Grant Program Payment Schedule FY 2018-19

Request for Funding: The State Board of Community Colleges is asked to approve the 2018-19 North Carolina Community College Grant Program Payment Schedule.

Strategic Plan Reference(s): Theme: Student Interest and Access Goal: Increase the percentage of North Carolinians, particularly within underserved populations, pursuing and easily accessing education or training through North Carolina community colleges. • Objective 1.3. Identify and reduce access barriers for all prospective students, particularly among underserved populations. o Strategy 1.3.1. Improve and augment existing financial assistance programs and services to better assist students with educational costs, particularly costs beyond tuition and fees (e.g., books, transportation, child care, etc.).

Background: As demonstrated by the attached payment schedule, the North Carolina Community College Grant program is designed to complement grants provided through the federal Pell Grant and North Carolina Education Lottery Scholarship programs. The Pell Grant is a post-secondary federal educational grant sponsored by the U.S. Department of Education. The North Carolina Education Lottery Scholarship is a State scholarship designed for students whose federal Expected Family Contribution (EFC) ranges from $2,001 to $5,000. A student must demonstrate financial need to qualify. The amount of the award provided by each program is based on the EFC derived from the information on the Free Application for Federal Student Aid (FAFSA) form. For 2018-19 the maximum Pell Grant is $5,920 based on a zero EFC. As the EFC range increases, Pell Grant eligibility decreases. Together these grants help students meet the costs of tuition, books, supplies, and transportation expenses.

The North Carolina General Assembly passed legislation in Session Law 2014-100 that requires the payment schedule include an incentive for students to enroll in 15 or more semester hours each term beginning with financial aid awards made for the 2016-17 academic year. The 2018-19 North Carolina Community College Grant payment schedule provides an incentive of an additional $800 that would allow students to increase their enrollment to 15 hours with minimal personal expense.

Eligibility: In 2018-19 North Carolina Community College Grant awards will be awarded to students whose federal EFC ranges from $1,301 to $8,500, subject to fund availability. For full-time students with an EFC equal to or less than $5,000, the combination of federal Pell Grant, North Carolina Lottery Scholarship, and North Carolina Community College Grant funds will provide at least $4,680. (Example: A student who has an expected family contribution of $2,501-$2,600 will receive the following awards: Pell $3,370, Lottery Scholarship $628, and Community College Grant $682, totaling $4,680.)

SBCC 03/16/2018

Attachment FC 05

To increase the program’s impact, the North Carolina Community College Grant Program provides eligibility for students whose EFC ranges from $5,001 to $8,500. Given the program’s commitment to Pell-eligible students, full-time students, whose EFCs range from $1,901 to $5,000, will receive a maximum North Carolina Community College Grant award of $682. Full-time students whose federal EFC ranges from $5,001 to $8,500 will receive awards on a sliding scale from $2,000 to $1,500. All North Carolina Community College Grant awards are pro-rated for students who attend three-quarter or half time. Based on this award schedule, approximately $18.0 million in North Carolina Community College grants will be awarded to students.

Contact: Wanda White Director for Student Services

SBCC 03/16/2018

Attachment FC 05A

2018‐2019 Community College Grant Program Schedule

Pell Grant Proposed State Awards ‐ CC GrantProposed State Awards ‐ ELS Total from Combined Sources

EFC Ranges Full‐Time 3/4‐Time 1/2‐Time 15+ Time Full Time 3/4 Time 1/2 Time Full‐Time 3/4‐Time 1/2‐Time 15+ Time Full Time 3/4 Time 1/2 Time $00000 to $00000 $5,920 $4,440 $2,960 $0 $0 $0 $0 $0 $0 $0 $5,920 $5,920 $4,440 $2,960 $00001 to $00100 $5,870 $4,403 $2,935 $0 $0 $0 $0 $0 $0 $0 $5,870 $5,870 $4,403 $2,935 $00101 to $00200 $5,770 $4,328 $2,885 $0 $0 $0 $0 $0 $0 $0 $5,770 $5,770 $4,328 $2,885 $00201 to $00300 $5,670 $4,253 $2,835 $0 $0 $0 $0 $0 $0 $0 $5,670 $5,670 $4,253 $2,835 $00301 to $00400 $5,570 $4,178 $2,785 $0 $0 $0 $0 $0 $0 $0 $5,570 $5,570 $4,178 $2,785 $00401 to $00500 $5,470 $4,103 $2,735 $0 $0 $0 $0 $0 $0 $0 $5,470 $5,470 $4,103 $2,735 $00501 to $00600 $5,370 $4,028 $2,685 $100 $0 $0 $0 $0 $0 $0 $5,470 $5,370 $4,028 $2,685 $00601 to $00700 $5,270 $3,953 $2,635 $200 $0 $0 $0 $0 $0 $0 $5,470 $5,270 $3,953 $2,635 $00701 to $00800 $5,170 $3,878 $2,585 $300 $0 $0 $0 $0 $0 $0 $5,470 $5,170 $3,878 $2,585 $00801 to $00900 $5,070 $3,803 $2,535 $400 $0 $0 $0 $0 $0 $0 $5,470 $5,070 $3,803 $2,535 $00901 to $01000 $4,970 $3,728 $2,485 $500 $0 $0 $0 $0 $0 $0 $5,470 $4,970 $3,728 $2,485 $01001 to $01100 $4,870 $3,653 $2,435 $600 $0 $0 $0 $0 $0 $0 $5,470 $4,870 $3,653 $2,435 $01101 to $01200 $4,770 $3,578 $2,385 $700 $0 $0 $0 $0 $0 $0 $5,470 $4,770 $3,578 $2,385 $01201 to $01300 $4,670 $3,503 $2,335 $800 $0 $0 $0 $0 $0 $0 $5,470 $4,670 $3,503 $2,335 $01301 to $01400 $4,570 $3,428 $2,285 $910 $110 $0 $0 $0 $0 $0 $5,480 $4,680 $3,428 $2,285 $01401 to $01500 $4,470 $3,353 $2,235 $1,010 $210 $158 $105 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $01501 to $01600 $4,370 $3,278 $2,185 $1,110 $310 $233 $155 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $01601 to $01700 $4,270 $3,203 $2,135 $1,210 $410 $308 $205 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $01701 to $01800 $4,170 $3,128 $2,085 $1,310 $510 $383 $255 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $01801 to $01900 $4,070 $3,053 $2,035 $1,410 $610 $458 $305 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $01901 to $02000 $3,970 $2,978 $1,985 $1,510 $710 $533 $355 $0 $0 $0 $5,480 $4,680 $3,511 $2,340 $02001 to $02100 $3,870 $2,903 $1,935 $1,482 $682 $512 $341 $128 $0 $0 $5,480 $4,680 $3,415 $2,276 $02101 to $02200 $3,770 $2,828 $1,885 $1,482 $682 $512 $341 $228 $0 $0 $5,480 $4,680 $3,340 $2,226 $02201 to $02300 $3,670 $2,753 $1,835 $1,482 $682 $512 $341 $328 $125 $125 $5,480 $4,680 $3,390 $2,301 $02301 to $02400 $3,570 $2,678 $1,785 $1,482 $682 $512 $341 $428 $175 $175 $5,480 $4,680 $3,365 $2,301 $02401 to $02500 $3,470 $2,603 $1,735 $1,482 $682 $512 $341 $528 $225 $225 $5,480 $4,680 $3,340 $2,301 $02501 to $02600 $3,370 $2,528 $1,685 $1,482 $682 $512 $341 $628 $275 $275 $5,480 $4,680 $3,315 $2,301 $02601 to $02700 $3,270 $2,453 $1,635 $1,482 $682 $512 $341 $728 $325 $325 $5,480 $4,680 $3,290 $2,301 $02701 to $02800 $3,170 $2,378 $1,585 $1,482 $682 $512 $341 $828 $375 $375 $5,480 $4,680 $3,265 $2,301 $02801 to $02900 $3,070 $2,303 $1,535 $1,482 $682 $512 $341 $928 $425 $425 $5,480 $4,680 $3,240 $2,301 $02901 to $03000 $2,970 $2,228 $1,485 $1,482 $682 $512 $341 $1,028 $475 $475 $5,480 $4,680 $3,215 $2,301 $03001 to $03100 $2,870 $2,153 $1,435 $1,482 $682 $512 $341 $1,128 $525 $525 $5,480 $4,680 $3,190 $2,301 $03101 to $03200 $2,770 $2,078 $1,385 $1,482 $682 $512 $341 $1,228 $575 $575 $5,480 $4,680 $3,165 $2,301 $03201 to $03300 $2,670 $2,003 $1,335 $1,482 $682 $512 $341 $1,328 $625 $625 $5,480 $4,680 $3,140 $2,301 $03301 to $03400 $2,570 $1,928 $1,285 $1,482 $682 $512 $341 $1,428 $675 $675 $5,480 $4,680 $3,115 $2,301 $03401 to $03500 $2,470 $1,853 $1,235 $1,482 $682 $512 $341 $1,528 $725 $725 $5,480 $4,680 $3,090 $2,301 $03501 to $03600 $2,370 $1,778 $1,185 $1,482 $682 $512 $341 $1,628 $775 $775 $5,480 $4,680 $3,065 $2,301 $03601 to $03700 $2,270 $1,703 $1,135 $1,482 $682 $512 $341 $1,728 $825 $825 $5,480 $4,680 $3,040 $2,301

SBCC 03/16/2018 Attachment FC 05A

2018‐2019 Community College Grant Program Schedule

Pell Grant Proposed State Awards ‐ CC GrantProposed State Awards ‐ ELS Total from Combined Sources

EFC Ranges Full‐Time 3/4‐Time 1/2‐Time 15+ Time Full Time 3/4 Time 1/2 Time Full‐Time 3/4‐Time 1/2‐Time 15+ Time Full Time 3/4 Time 1/2 Time $03701 to $03800 $2,170 $1,628 $1,085 $1,482 $682 $512 $341 $1,828 $875 $875 $5,480 $4,680 $3,015 $2,301 $03801 to $03900 $2,070 $1,553 $1,035 $1,482 $682 $512 $341 $1,928 $925 $925 $5,480 $4,680 $2,990 $2,301 $03901 to $04000 $1,970 $1,478 $985 $1,482 $682 $512 $341 $2,028 $975 $975 $5,480 $4,680 $2,965 $2,301 $04001 to $04100 $1,870 $1,403 $935 $1,482 $682 $512 $341 $2,128 $1,025 $1,025 $5,480 $4,680 $2,940 $2,301 $04101 to $04200 $1,770 $1,328 $885 $1,482 $682 $512 $341 $2,228 $1,075 $1,075 $5,480 $4,680 $2,915 $2,301 $04201 to $04300 $1,670 $1,253 $835 $1,482 $682 $512 $341 $2,328 $1,125 $1,125 $5,480 $4,680 $2,890 $2,301 $04301 to $04400 $1,570 $1,178 $785 $1,482 $682 $512 $341 $2,428 $1,175 $1,175 $5,480 $4,680 $2,865 $2,301 $04401 to $04500 $1,470 $1,103 $735 $1,482 $682 $512 $341 $2,528 $1,225 $1,225 $5,480 $4,680 $2,840 $2,301 $04501 to $04600 $1,370 $1,028 $685 $1,482 $682 $512 $341 $2,628 $1,275 $1,275 $5,480 $4,680 $2,815 $2,301 $04601 to $04700 $1,270 $953 $635 $1,482 $682 $512 $341 $2,728 $1,325 $1,325 $5,480 $4,680 $2,790 $2,301 $04701 to $04800 $1,170 $878 $585 $1,482 $682 $512 $341 $2,828 $1,375 $1,375 $5,480 $4,680 $2,765 $2,301 $04801 to $04900 $1,070 $803 $0 $1,482 $682 $512 $341 $2,928 $1,425 $1,425 $5,480 $4,680 $2,740 $1,766 $04901 to $05000 $970 $728 $0 $1,482 $682 $512 $341 $3,028 $1,475 $1,475 $5,480 $4,680 $2,715 $1,816 $05001 to $05100 $870 $653 $0 $2,800 $2,000 $1,500 $1,000 $0 $0 $0 $3,670 $2,870 $2,153 $1,000 $05101 to $05200 $770 $0 $0 $2,800 $2,000 $1,500 $1,000 $0 $0 $0 $3,570 $2,770 $1,500 $1,000 $05201 to $05300 $670 $0 $0 $2,800 $2,000 $1,500 $1,000 $0 $0 $0 $3,470 $2,670 $1,500 $1,000 $05301 to $05328 $606 $0 $0 $2,800 $2,000 $1,500 $1,000 $0 $0 $0 $3,406 $2,606 $1,500 $1,000 $05329 to $05500 $0 $0 $0 $2,800 $2,000 $1,500 $1,000 $0 $0 $0 $2,800 $2,000 $1,500 $1,000 $05501 to $06000 $0 $0 $0 $2,700 $1,900 $1,425 $950 $0 $0 $0 $2,700 $1,900 $1,425 $950 $06001 to $06500 $0 $0 $0 $2,600 $1,800 $1,350 $900 $0 $0 $0 $2,600 $1,800 $1,350 $900 $06501 to $07000 $0 $0 $0 $2,500 $1,700 $1,275 $850 $0 $0 $0 $2,500 $1,700 $1,275 $850 $07001 to $07500 $0 $0 $0 $2,400 $1,600 $1,200 $800 $0 $0 $0 $2,400 $1,600 $1,200 $800 $07501 to $08000 $0 $0 $0 $2,300 $1,500 $1,125 $750 $0 $0 $0 $2,300 $1,500 $1,125 $750 $08001 to $08500 $0 $0 $0 $2,300 $1,500 $1,125 $750 $0 $0 $0 $2,300 $1,500 $1,125 $750 Total

SBCC 03/16/2018 Attachment FC 06

STATE BOARD OF COMMUNITY COLLEGES State Financial Aid Allocation for the Targeted Assistance Student Program FY 2018-19

Request: The State Board is requested to approve $550,000 in allocations to community colleges for the Targeted Assistance Student Program.

Strategic Plan Reference(s): Theme: Student Interest and Access Goal: Increase the percentage of North Carolinians, particularly within underserved populations, pursuing and easily accessing education or training through North Carolina community colleges. • Objective 1.3. Identify and reduce access barriers for all prospective students, particularly among underserved populations. o Strategy 1.3.1. Improve and augment existing financial assistance programs and services to better assist students with educational costs, particularly costs beyond tuition and fees (e.g., books, transportation, child care, etc.).

Background: According to G.S. 115D-40.1(b), the “… State Board may allocate up to ten percent (10%) of the funds appropriated for Financial Assistance for Community College Students to the following students:

(1) Students who enroll in low-enrollment programs that prepare students for high-demand occupations. (2) Students with disabilities who have been referred by the Department of Health and Human Services, Division of Vocational Rehabilitation, and are enrolled in a community college.”

In May 2002, the State Board made available $500,000 a year for allocation for Targeted Assistance for full-time enrolled students in all 58 community colleges. In July 2003, the State Board increased the availability by an additional $262,806 and included a provision to award these funds for less than half-time enrolled students. In July 2011, the State Board, based on funding availability, reduced the overall funding to $550,000 and consolidated the two programs into one Targeted Assistance Student Program.

Rationale: The General Assembly appropriates $16.3 million annually from the Escheat Fund to support financial assistance for community college students. The majority of this appropriation supports the North Carolina Community College Grant Program. Based on an analysis of funding availability and projected North Carolina Community College Grant Program awards, $550,000 is available in FY 2018-19 to support the Targeted Assistance Student Program awards. According to the college priorities and community needs, this allocation can be used to offer financial assistance for students who 1) enroll in low-enrollment programs that prepare

SBCC 03/16/2018 Attachment FC 06 students for high demand occupations, 2) have disabilities and have been referred by the Division of Vocational Rehabilitation, or 3) enroll on a less than half-time basis. Each college is allocated a base of $1,000. The remaining funds are allocated on a pro-rata basis as determined by each college’s percentage of total 2016-17 Pell Grant disbursements.

Fund Source and Availability: Funding is contingent on FY 2018-19 appropriations from the General Assembly. Funds are expected to be appropriated from the Escheat Fund.

Contact: Wanda White Director of Financial Aid and Student Success

SBCC 03/16/2018 North Carolina Community College System Attachment FC 06A Targeted Assistance Student Program FY 2018-19

2016-2017 Percent Allotment Based Base Federal Pell Grant of on Percent of Total Total Community Colleges Allotment Disbursements Pell Grant Disbursements Allocations Alamance CC $1,000 $6,191,372 1.7% $8,574 $9,574 Asheville-Buncombe TCC $1,000 $9,592,836 2.7% $13,284 $14,284 Beaufort County CC $1,000 $1,882,501 0.5% $2,607 $3,607 Bladen CC $1,000 $2,752,106 0.8% $3,811 $4,811 Blue Ridge CC $1,000 $2,779,085 0.8% $3,848 $4,848 Brunswick CC $1,000 $2,200,955 0.6% $3,048 $4,048 Caldwell CC and TI $1,000 $4,918,768 1.4% $6,811 $7,811 Cape Fear CC $1,000 $13,239,264 3.7% $18,334 $19,334 Carteret CC $1,000 $2,849,038 0.8% $3,945 $4,945 Catawba Valley CC $1,000 $7,151,314 2.0% $9,903 $10,903 Central Carolina CC $1,000 $7,038,881 2.0% $9,747 $10,747 Central Piedmont CC $1,000 $27,625,906 7.8% $38,256 $39,256 Cleveland CC $1,000 $4,775,073 1.3% $6,612 $7,612 Coastal Carolina CC $1,000 $7,428,878 2.1% $10,287 $11,287 College of the Albemarle $1,000 $2,739,792 0.8% $3,794 $4,794 Craven CC $1,000 $4,404,106 1.2% $6,099 $7,099 Davidson County CC $1,000 $6,860,669 1.9% $9,501 $10,501 Durham TCC $1,000 $6,665,683 1.9% $9,231 $10,231 Edgecombe CC $1,000 $5,819,230 1.6% $8,058 $9,058 Fayetteville TCC $1,000 $23,245,780 6.5% $32,190 $33,190 Forsyth TCC $1,000 $12,464,275 3.5% $17,260 $18,260 Gaston College $1,000 $8,609,006 2.4% $11,922 $12,922 Guilford TCC $1,000 $24,396,217 6.9% $33,784 $34,784 Halifax CC $1,000 $2,235,319 0.6% $3,095 $4,095 Haywood CC $1,000 $2,604,286 0.7% $3,606 $4,606 Isothermal CC $1,000 $2,986,348 0.8% $4,135 $5,135 James Sprunt CC $1,000 $2,379,369 0.7% $3,295 $4,295 Johnston CC $1,000 $5,378,683 1.5% $7,448 $8,448 Lenoir CC $1,000 $4,347,254 1.2% $6,020 $7,020 Martin CC $1,000 $843,767 0.2% $1,168 $2,168 Mayland CC $1,000 $1,479,558 0.4% $2,049 $3,049 McDowell TCC $1,000 $1,466,433 0.4% $2,031 $3,031 Mitchell CC $1,000 $3,990,762 1.1% $5,526 $6,526 Montgomery CC $1,000 $1,032,428 0.3% $1,430 $2,430 Nash CC $1,000 $5,461,927 1.5% $7,564 $8,564 Pamlico CC $1,000 $691,074 0.2% $957 $1,957 Piedmont CC $1,000 $1,956,309 0.6% $2,709 $3,709 Pitt CC $1,000 $18,369,795 5.2% $25,438 $26,438 Randolph CC $1,000 $4,683,124 1.3% $6,485 $7,485 Richmond CC $1,000 $5,502,612 1.5% $7,620 $8,620 Roanoke-Chowan CC $1,000 $1,663,593 0.5% $2,304 $3,304 Robeson CC $1,000 $4,540,297 1.3% $6,287 $7,287 Rockingham CC $1,000 $2,559,162 0.7% $3,544 $4,544 Rowan-Cabarrus CC $1,000 $9,684,002 2.7% $13,410 $14,410 Sampson CC $1,000 $2,471,306 0.7% $3,422 $4,422 Sandhills CC $1,000 $4,902,102 1.4% $6,788 $7,788 South Piedmont CC $1,000 $2,810,489 0.8% $3,892 $4,892 Southeastern CC $1,000 $2,513,984 0.7% $3,481 $4,481 Southwestern CC $1,000 $3,579,913 1.0% $4,957 $5,957 Stanly CC $1,000 $4,371,189 1.2% $6,053 $7,053 Surry CC $1,000 $2,390,159 0.7% $3,310 $4,310 Tri-County CC $1,000 $1,872,504 0.5% $2,593 $3,593 Vance-Granville CC $1,000 $4,295,997 1.2% $5,949 $6,949 Wake TCC $1,000 $30,614,691 8.6% $42,395 $43,395 Wayne CC $1,000 $5,189,414 1.5% $7,186 $8,186 Western Piedmont CC $1,000 $3,250,007 0.9% $4,501 $5,501 Wilkes CC $1,000 $4,533,320 1.3% $6,278 $7,278 Wilson CC $1,000 $3,007,212 0.8% $4,168 $5,168 TOTAL $58,000 $355,289,124 100.0% $492,000 $550,000

NOTE: Targeted Assistance Student Program funding is calculated by dividing the total of the federal Pell Grant disbursements for all community colleges ($355,289,124) by the amount received by each college. The percentage is used to distribute $492,000 with an additional $1,000 base added to each college distribution. SBCC 03/16/2018 Attachment FC 07

STATE BOARD OF COMMUNITY COLLEGES Service Agreement for Systemwide Diagnostic Assessment System FY 2018-19

Request: The North Carolina Community College System (NCCCS) requests approval for a third contract extension with the College Board for the period of July 1, 2018, through June 30, 2019, with an increased cost of $1.70 per unit to not exceed $1,000,000.

Strategic Plan Reference(s): Theme: Clear and Supported Pathways for Student Progress and Success Goal: Provide a continuum of education, training, advising, and support to help learners make informed decisions that lead to credentials and careers. • Objective 2.3. Increase completion of credentials for successful transition to careers and/or further education. o Strategy 2.3.2. Refine foundational and developmental education strategies to accelerate student readiness for college-level instruction.

Background: In 2010, the NCCCS Developmental Education Initiative State Policy Team began its work to redesign developmental math, reading, and English courses. In February 2012, the State Board of Community Colleges (SBCC) adopted a policy to approve a new single diagnostic placement test. The NCCCS received approval from the SBCC on March 16, 2012, to contract with the College Entrance Examination Board (College Board) for the delivery of a comprehensive diagnostic placement testing system at a cost of $1.35 per unit.

The initial contract expired on June 30, 2016. On May 20, 2016, the SBCC approved the current contract extension with the College Board for the period of July 1, 2016, through June 30, 2018. The extension of the contract maintained the cost at a discounted price of $1.35 per unit from July 1, 2016, through December 31, 2016. The price per unit in the 2017-2018 contract period increased to $1.50 per unit for the remaining 18 months (January 1, 2017, through June 30, 2018).

Rationale: The customized, statewide diagnostic assessment system supports student placement into the current developmental curricula. The current diagnostic assessment is an improvement over past placement tests; however, the research and analysis conducted during the current extension revealed the need to further improve not only the developmental education structure, but also the assessment tool. The request for a second extension allows colleges to maintain current assessment services while the changes in the developmental education structure are developed.

Method of Procurement: In accordance with the procurement practice of the State of North Carolina, approval was sought by outside purchasing authorities. Approval was received on February 15, 2018 from the Division of Purchase and Contract.

SBCC 03/16/2018 Attachment FC 07

Contract Amount and Time Period: The contract amount is $1.70 per unit, not to exceed $1,000,000, for the period of July 1, 2018, through June 30, 2019.

Fund Source and Availability: The College Board will invoice each community college separately.

Contacts: James “JW” Kelley Academic Programs & Student Services

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

A. Project Approval ‐ New (Non‐State and Other State Funds)

Repair and Other Funds (Non‐ Campus or Project New Construction Item College Project Name Description Renovation (Other State or Other County Number (Other State) State) State Funds)

1N/A

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

B. Project Approval ‐ Amended (Non‐State and Other State Funds)

Other Funds (Non‐ Campus or Project Repair and Item College Project Name Description New Construction State or Other County Number Renovation State Funds)

1N/A

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

C. Project Approval ‐ New (Connect NC Bond Funds)

Repair and Other Funds (Non‐ Campus or Project New Construction Item College Project Name Description Renovation State or Other County Number Connect NC Connect NC State Funds)

Renovation of the combined classroom space in the A‐building approximately 2,100 square feet that will be converted into a dedicated dining lab space for the Culinary program. Renovations will include flooring/carpet replacement, lighting upgrades/improvements, possible duct work modifications, mechanical, plumbing and electrical improvements (painting and trimming). Estimated cost is $1,100,000, composed of all state funds (Connect NC Bonds/46620/Repair & 1Alamance Main Campus 2400 A Building‐ Culinary Renovation Renovation). 1,100,000

Replacement of approximately 30 chillers/cooling tower units and energy management systems in the Main & East Campus, Engineering, Student Services, Tarlton, Paap and Dental buildings. Estimated cost is $1,480,268, composed of all Mechanical Unit, Chiller and Cooling Tower state funds (Connect NC Bonds/46620/Repair & Renovation). 2 Catawba Main Campus 2403 Replacements 1,480,268

Roof replacement on the Science and Technology (44,393 square feet) and Business and Industry (47,120 square feet) buildings. Repairs will include tearing off the old (flat) roofs to be replaced with thermoplastic polyolefin surfaces and replacement of the existing membrane fabric. Estimated cost is $215,422, Science & Technology and Business and composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). 3 Nash Main Campus 2401 Industry Buildings‐ Roof Replacements 215,422

Construction of a new Fire Rescue Training Center approximately 2,500 square feet that will replicate a local fire station and provide storage for a fire truck and ambulance. It will serve as space for both Class A and Class B training including gas fire props. Estimated cost is $2,712,605, composed of $1,312,605 non‐state funds and $1,400,000 state funds (Connect NC Bonds/46620/New Macon County Construction). 4Southwestern Campus 2402 Fire Rescue Training Center 1,400,000 1,312,605

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

D. Project Approval‐Amended (Connect NC Bond Funds)

Repair and Other Funds (Non‐ Campus or Project New Construction Item College Project Name Description Renovation State or Other County Number Connect NC Connect NC State Funds)

Project is amended to revise the amount of funds that were increased on agenda FC‐14‐February 16, 2018. Total cost is $800,000, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project was amended to increase $150,000 state funds (46620) and not $300,000 as previously recorded. 1 Asheville Main Campus 2143 Poplar Building Repurposing (150,000)

Project is amended to revise the total cost of the project that was approved on agenda FC‐9‐October 20, 2017. Total cost is $481,862, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project was approved for a total cost of $481,682 and not $481,862. Herring Building Welding Shop/Classroom 2James Sprunt Main Campus 2366 Renovation 180

Project is amended due to an escalation in bid costs. Total cost is $1,075,000, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project is amended to increase $75,000 state funds (46620). (Note: Jennifer Haygood (Acting President), under the authority granted to her by the State Board, approved this project on February 23, 2018). 3 Montgomery Main Campus 2242 Building 200‐ HVAC Replacement 75,000

Project is amended due to a change in scope related to life safety needs. Total cost is $62,175, composed of all state funds (Connect NC Bonds/46620/Repair and Renovation). Project is amended to increase $33,775 state funds (46620). (Note: Jennifer Haygood (Acting President), under the authority granted to her by the State Board, approved this project on 2/14/18). ADA Compliance‐ Continuing Education and 4Nash Main Campus 2233 Public Services Facility 33,775

Project is amended due to an increasing scope of renovation to include additional plumbing and HVAC upgrades. Total cost is $450,000, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project is amended to increase $250,000 state funds (46620).

5 Nash Main Campus 2379 Veterinary Medical Technology Renovation 250,000

Project is amended due to an increasing scope of renovation for outdoor lighting and HVAC controls. Total cost is $3,793,500, composed of $200,000 state funds (Golden Leaf) and $3,593,500 state funds (Connect NC Bonds/46620/New Construction). Project funding is amended to increase $300,000 state funds Yadkin Industrial Training Center & Truck (46620). 6 Surry Main Campus 2129 Driving Track 300,000

D. Project Approval‐Amended (Connect NC Bond Funds) continued

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

Repair and Other Funds (Non‐ Campus or Project New Construction Item College Project Name Description Renovation State or Other County Number Connect NC Connect NC State Funds)

Project is amended due to an escalation in bid costs. Total cost is $12,530,827, composed of $561,380 non‐state funds, $2,245,520 undetermined funds and $9,723,927 state funds (Connect NC Bonds/46620/New Construction). Project funding is amended to increase $600,000 state funds (46620) and funds are Ready Hall Addition (formally Ready Hall being transferred from project 2179. 7Wake Tech Main Campus 2178 Renovation) 600,000

Project is amended for a decrease in project costs due to a decrease in bid costs. Total cost is $2,871,200, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project funding is amended to decrease $600,000 state funds (46620) and is being transferred to project 2178. 8Wake Tech Main Campus 2179 Health Sciences Building Renovation (600,000)

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

E. Project Approval‐Final‐Closeout (Connect NC Bonds Funds)

Repair and Other Funds (Non‐ Campus or Project New Construction Item College Project Name Description Renovation State or Other County Number Connect NC Connect NC State Funds)

Project is complete and closed out. Total cost is $83,850, composed of $8,850 non‐state funds and $75,000 state funds (Connect NC Bonds/46620/Repair & Yancey Learning Center Roof Replacement‐ Renovation). 1 Mayland Yancey Campus 2221 Yancey County 0 Project is amended for a decrease in project costs due to closeout. Total cost is $111,449, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project funding is amended to decrease $88,551 state funds (46620). 2 Montgomery Main Campus 2243 Center for Workplace Development Renovation (88,551) Project is amended for an increase in project costs due to closeout. Total cost is $43,626, composed of $186 non‐state funds and $43,440 state funds (Connect NC Bonds/46620/New Construction). Project funding is amended to add $186 non state funds. 3 Nash Main Campus 2137 Vehicle Shelter for Fire/EMS Program 186

Project is complete and closed out. Total cost is $16,000, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). 4 Surry Main Campus 2209 K Building‐ Electrical Upgrades 0

Project is amended for a decrease in project costs due to closeout. Total cost is $279,886, composed of all state funds (Connect NC Bonds/46620/Repair & Renovation). Project funding is amended to decrease $114 state funds (46620). 5 Surry Main Campus 2239 C Building Renovations (114)

SBCC 03/16/2018 Attachment FC 08 STATE BOARD OF COMMUNITY COLLEGES (REVISED 03/13/2018) Construction and Property March 16, 2018 FY 2017‐18

F. Acquisition and Disposal of Real Property

Campus or Project Item College Acquisition and/or Disposal Action Requested County Number

The Board of Trustees of Brunswick Community College requests permission as per G.S. 115D‐15 to dispose of, by demolition, a structure approximately 6,364 square feet known as the Assembly Hall/Church building, located at 1277 Old Ocean Hwy, Bolivia, NC 28422. The Board of Trustees have determined that the property is unnecessary for college purposes. 1 Brunswick Main Campus N/A Disposal of Real Property

The Board of Trustees of Brunswick Community College requests permission as per G.S. 115D‐15 to dispose of, by sell, approximately 10 acres of property, located at 241 Thomasboro Road, Sunset Beach, NC 28468. The Board of Trustees have determined that the property is unnecessary for college purposes. 2 Brunswick Main Campus N/A Disposal of Real Property

Greene County The Board of Trustees of Lenoir Community College requests permission as per G.S. 115D‐15 to dispose of, by sell 1) Approximately 5 acres of Workforce property (Snow Hill Ball Field) and 2) Approximately 1 acre of property with a structure approximately 12,783 square feet. Property is located at Development 602 W Harper Street, Snow Hill, NC. The Board of Trustees have determined that the property is unnecessary for college purposes. 3Lenoir Center N/A Disposal of Real Property

SBCC 03/16/2018 AGENDA State Board of Community Colleges PROGRAMS COMMITTEE Caswell Building, J. Gregory Poole Conference Room Thursday, March 15, 2018 – 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 2018

For Information Finance Committee • Allocation for Construction Outreach and Pilot Summer Camps (Attachment FC 02) • State Board Reserve Funding for RISE Model/Pilot Development Attachment FC 03) • Allocation for Sub-Orbital Launch Day Activities (Attachment FC 04) • North Carolina Community College Grant Program Payment Schedule (Attachment FC 05) • State Financial Aid Allocation for the Targeted Assistance Student Program (Attachment FC 06) • Service Agreement for Statewide Diagnostic Assessment System (Attachment FC 07)

Programs Committee • Curriculum Program Terminations as Approved by the System President (Attachment PROG 01) o Brunswick Community College ▪ Associate in General Education (A10300) ▪ General Occupational Technology (A55280) o Caldwell Community College & Technical Institute ▪ Therapeutic & Diagnostic Services/Medical Assisting (Diploma) (D45920) o Durham Technical Community College ▪ School-Age Education (A55440) ▪ Sustainability Technologies (A40370) o Montgomery Community College ▪ Emergency Medical Science (A45320) o Robeson Community College ▪ Medical Assisting (A45400) • Curriculum Standard Revision as Approved by the Senior Vice President/Chief Academic Officer (Attachment PROG 02)

For Future Action • Associate in Fine Arts in Music Uniform Articulation Agreement (Attachment PROG 03) • Associate in Fine Arts in Theatre Uniform Articulation Agreement (Attachment PROG 04)

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] AGENDA State Board of Community Colleges PROGRAMS COMMITTEE Caswell Building, J. Gregory Poole Conference Room Thursday, March 15, 2018 – 1:30 p.m. • Curriculum Program Application – New to the System (Attachment PROG 05) o Durham Technical Community College ▪ Anesthesia Technology (A45xxx) • Curriculum Standard Revision (Attachment PROG 06) o Mitchell Community College ▪ Associate in Fine Arts in Music (A10700) • Legislative Report - Short-Term Workforce Training Funding Implementation (Attachment PROG 07)**

For Action • Early Childhood Education Articulation Agreement (Attachment PROG 08)* • Addition to Special Curriculum Program Application List (Attachment PROG 09) [CA]* o Construction Technologies • Proposed Curriculum Standard Revisions (Attachment PROG 10) [CA] o North Carolina Community College System * ▪ Early Childhood Education (A55220) o Central Piedmont Community College ▪ Ophthalmic Medical Assistant (Diploma) (D45110) o Gaston College ▪ Dietetic Technician (A45310) o Pitt Community College ▪ Medical Dosimetry (Diploma) (D45450) • Curriculum Program Application – Fast Track for Action (Attachment PROG 11) [CA] o Blue Ridge Community College ▪ Nurse Aide (Certificate) (C45840) • Combined Course Library – Continuing Education (Attachment PROG 12) [CA] o New Course Approvals, Modifications, and Tier Designations ▪ New Course Approval - Alamance Community College • Community Dental Health (DEN-3232) ▪ New Course Approval - Randolph Community College • Health and Wellness Coach (HEA-3200) • Courses of Instruction – Captive/Co-opted Groups (Attachment PROG 13) [CA] o Catawba Valley Community College – Alexander Correctional Institute ▪ UPH-3000 Furniture Fundamentals • (Furniture Fundamentals) ▪ UPH-3100 Manual Cutting • (Manual Cutting) ▪ UPH-3101 Sewing • (Sewing) ▪ UPH-3102 Inside Upholstery • (Inside Upholstery)

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] AGENDA State Board of Community Colleges PROGRAMS COMMITTEE Caswell Building, J. Gregory Poole Conference Room Thursday, March 15, 2018 – 1:30 p.m. ▪ UPH-3106 Pattern Making • (Pattern Making) ▪ UPH-3107 Spring Up • (Spring Up) ▪ UPH-3108 Outside Upholstery • (Outside Upholstery) ▪ UPH-3110 Intro to Upholstery • (Intro to Upholstery) ▪ UPH-3161- Automated Cutting • (Automated Cutting) o Gaston College – Gaston Correctional ▪ HOS-3072 Food Service Sanitation/Safety • (Food Service Sanitation/Safety) ▪ OSH-3012 OSHA Forklift Operator • (OSHA Forklift Operator) o Richmond Community College – Scotland Correctional Center ▪ NET-3100 Networking Technology • (Networking Technology) o Vance-Granville Community College – Franklin Correctional Center ▪ HRD-4100 HRD Working Smart • (HRD Working Smart) o Vance-Granville Community College – Polk Correctional Center ▪ HRD-4100 HRD Working Smart • (HRD Working Smart) o Vance-Granville Community College – Warren Correctional Center ▪ HRD-4100 HRD Working Smart • (HRD Working Smart)

New Business

Adjourn

*Items received in previous month’s Agenda Review **Committee will be asked to suspend the rules

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

Committee Members Present: Sam Powell, chair Wade Bryan Irwin, Jr. Roderick Gooden Candler Willis, vice chair Bob Stephens William Holder

Absent: Lt. Governor Dan Forest

System Office Staff and Others: Lisa Chapman Lisa Eads David Johnson (Johnston CC) Alexandra Doles Nate Humphrey Linda Suggs (Gates Wesley Beddard Frank Scuiletti Foundation/Jobs for the James “JW” Kelley Renee Batts Future) Bob Witchger Hilmi Lahoud Verna Clark (Schema School) Nancye Gaj Susan Barbitta

WELCOME AND ETHICS STATEMENT: Dr. Powell called the meeting to order at 1:32 p.m. in the Dr. W. Dallas State Board Room in the Caswell Building. Roll was taken and there was a quorum. Dr. Powell read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA: Dr. Powell requested a motion to approve the February 15, 2018 agenda. Mr. Irwin made a motion to approve the agenda and Mr. Holder seconded the motion. The agenda was unanimously approved by the committee.

APPROVAL OF THE MINUTES: Dr. Powell requested a motion to approve the November 16, 2017 minutes. Mr. Stephens made a motion to approve the minutes and Mr. Holder seconded the motion. The minutes were unanimously approved by the committee.

FOR INFORMATION Finance Committee Agenda Items Proposed Title II Adult Education and Family Literacy Act (AEFLA) Allocation Formula (Attachment FC 10) Dr. Chapman reviewed the item. Under the Workforce Innovation and Opportunity Act (WIOA), Title II AEFLA must compete for federal funds for 2018-2021. Community colleges and community-based organizations act as providers for Basic Skills Education and will fall under the funding formula model if approved by the State Board. The Allocation Funding Committee, composed of a variety of providers, met and used three criteria in the development of the formula: to incent program improvement, incentivize access, and ensure equity in allocation of funds. Under the proposed formula methodology, there will also be three components to funding: a base component (15% of allocation and providers only receive one base funding), an access component (50% of allocation and determined by contact hours of participants in three weighted tiers), and a performance component (35% of allocation and 1 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m. determined by number and percentage of Basic Skills participants’ periods of participation). There will be a proposed mitigation year (“transition year”) that would compare the new formula calculated using 2017-18 data against the 2017-18 formula with the same data. This comparison would then be adjusted depending on how a program may be impacted.

Dr. Powell asked if most of the funds in the past went to the community colleges. In the past, there were seventy-six providers, both community colleges and community-based providers, who received funding but the community colleges were the main recipients. He then followed up asking if any colleges would lose funding with this new funding process. There is the potential for funding gain or funding loss but this is currently a proposed formula funding model. There is also an RFP process where, if interested in applying, an organization can go through that process. Dr. Powell asked if the community colleges will lose funding or if most will continue with little to no impact. This formula addresses federal funding and accounts for 20% of total college funding. The colleges will continue to receive their state funding for Basic Skills. There is a potential that the colleges could receive less funding in the future but predictions cannot be made on the impact of the new proposed formula until the model is approved and the RFP is implemented.

Allocation for Tobacco Trust Fund Commission (Attachment FC 11) Dr. Chapman reviewed the item. Fourteen colleges will be able to provide scholarships for students in short-term workforce training who will receive state- or industry-recognized credentials with these funds.

Mr. Stephens asked where the funds from this item originate. These funds are part of the Tobacco Trust Fund and is one of two foundations to provide funding (the other being the Golden Leaf Scholarship).

Allocation for Small College Prison Program (Attachment FC 13) Mr. Humphrey reviewed the item. This is a recurring appropriation meant to help with start-up programs during the first year so that the FTE model could help maintain the programs beyond that initial year. Many of the items being generated through the prison facilities are sold through Correction Enterprises.

Mr. Holder asked if all the funds from the sales go back into the program. Yes, the plan is that these funds go back into the program. Mr. Holder followed up asking how an inmate in the facility can join these programs. During the Intake process, skills and interest are assessed and those who show interest can be matched and enroll in these programs as part of the rehabilitation program. Participants can be relocated from one facility to another if they meet the requirements to participate in these programs.

2 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

Mr. Gooden asked which colleges receive credits for providing these programs. Approximately 45 colleges have a facility within the service area and those colleges will be identified to serve the facility and receive the instructional credits.

Contract Award to Vendor for Construction/Contractor Careers Branding (Attachment FC 15) Dr. Chapman reviewed the item. Funds were awarded to the Community College System by the Legislature to rebrand the contracting and contractor careers as this field is struggling attracting employees and generating interest. This rebranding will assist in helping students connect to job opportunities and address great needs in North Carolina.

Dr. Powell asked if this contract award will grant certificates and awards. This funding is meant to inform the public and students about this field as a potential career that can provide sustaining wages.

Programs Committee Information Items Three-Year Accountability Reports – Programs Implemented Fall 2017 (Attachment PROG 01) Dr. Chapman reviewed the item. These programs were implemented in Fall 2014 and therefore colleges submitted Three-Year Accountability Reports in Fall 2017. There were some programs that were scheduled for implementation in Fall 2014, but colleges either delayed implementation of the program or terminated those programs so accountability reports were not gathered from those colleges.

The committee had no questions or concerns.

Curriculum Program Application as Approved by the System President (Attachment PROG 02) o Fayetteville Technical Community College ▪ Entrepreneurship (A25490)

Dr. Chapman reviewed the item. All documents were in order.

The committee had no questions or concerns.

Curriculum Program Terminations as Approved by the System President (Attachment PROG 03) o Beaufort County Community College ▪ Diesel and Heavy Equipment Technology (A60460) ▪ Electrical Systems Technology (A35120) o Brunswick Community College ▪ Nurse Aide (Certificate) (C45840) o Carteret Community College ▪ Healthcare Business Informatics (A25510) o College of The Albemarle ▪ Marine Science (A15310)

3 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

o Gaston College ▪ Nuclear Technology (A50460) o Pamlico Community College ▪ Human Services Technology/Gerontology (A4538B) o Piedmont Community College ▪ Historic Preservation Technology (A35110) o Pitt Community College ▪ Alternative Transportation Technology (Diploma) (D60420)

Dr. Chapman reviewed the item. All documents were in order.

Mr. Irwin asked what the enrollment was in Gaston College’s Nuclear Technology program prior to termination. Enrollment was not high as this course was more theoretical or academic and the hands-on training and work was done at the Duke Energy plants, who was the main employer for graduating students. Duke Energy recently decided to no longer hire interns who were an integral part of this program design and, while a great field, the job prospects are not high as positions are not opening from retirements within the field. The college will continue to monitor the industry for interest and offer appropriate training in other programs as necessary to meet needs.

Mr. Gooden asked the circumstances behind Marine Sciences being terminated in a coastal college like College of The Albemarle. The college has been diligent in monitoring the job market as this is a niche program in the coastal areas but these skill sets could be addressed in other areas like short-term training.

Mr. Irwin asked if the Gerontology portion of the Human Services Technology degree at Pamlico Community College is being ended completely. Gerontology is still being taught at the college but not as a specific program.

FOR FUTURE ACTION: Addition to Special Curriculum Program Application List (Attachment PROG 04) o Construction Technologies

Dr. Chapman reviewed the item. This item is in response to industry needs on the part of the construction industry and community colleges as needs cannot be met in a timely manner. Colleges will still need to submit applications for these programs but placing Construction Technologies on the Special Application list will remove barriers and speed up the process to implement programs. All documents were in order.

Mr. Gooden asked how many of these programs offer internships. Several of these programs are associated with work-based learning but there is not a systematic, state-wide internship requirement/program at this time and colleges may have local relationships to address that need.

4 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

Early Childhood Education Articulation Agreement (Attachment PROG 05) Dr. Eads reviewed the item. This item is a Legislative mandate and between the NC Community College System and the UNC system. This agreement has both licensure and non-licensure transfer options and was modeled on the best practices from other Articulation Agreements currently approved. All fifty- eight community colleges are offer the Early Childhood Education Associates Degree and ten University of North Carolina programs offer credentials in the licensure area and eight in the non-licensure area.

Mr. Irwin asked how long it took for this articulation agreement to be drafted. It was one year from the legislation to draft the current item but this discussion has been in the process for much longer. Mr. Irwin asked if the three courses are all that is needed that achieve this credential. The three courses are a minimum to offer childcare but this program builds upon those three courses to provide a degree program.

Mr. Gooden asked, regarding the work environment, do we foresee any requirement changes in the future between hiring employees with the higher versus lower degrees and paying them accordingly. There is a discussion in the state concerning the rules governing childcare industry. To address these concerns, this articulation agreement allows for stackable credentials and special certificates so that if a student wants to only take the minimum courses, they can still attain a certificate to allow them to work now and can earn a degree later if more credentials are needed.

Mr. Irwin asked if the work from the other articulation agreements helped propel this articulation agreement and other programs. Once an established pattern was found and better ways to collect and present the data were in place, the Community College System is better able to provide the information that shows the viability of these agreements.

Dr. Powell asked if there could be an overall picture of where the state is with articulation agreements such as the number of students who are able to attain degrees due to the agreements and where the System could be in five years to showcase what has been accomplished thus far.

Dr. Powell asked if this item needs to have the rules suspended and move the item from For Future Action to For Action as the Legislature placed a deadline of March 1, 2018. This item was planned to reach the Legislature in April so there is no need to suspend the rules.

Proposed Curriculum Standard Revision (Attachment PROG 06) o Early Childhood Education (A55220)

Dr. Eads reviewed the item. Some colleges expressed concerns about the Fall 2018 implementation, course revisions, and advising. This deadline is legislatively mandated and faculty are working on addressing the other concerns. All documents were in order.

5 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

Mr. Gooden asked if the changes affect students who are already enrolled. Students can remain in the program they started in or can segway into the newest program. For many students, there won’t be a fundamental change to the program except for an additional class depending on the path they choose to pursue.

FOR ACTION: Legislative Report – Progress on the Implementation of the Career and College Readiness Graduates Program (Attachment PROG 07) Ms. Barbitta reviewed the item. This item is an update on the Career College Readiness Graduate alignment and the program is currently in the second year of a three-year rollout with twenty-three community colleges and approximately fifty-five high schools participating. There is a state-wide English course that has received approval from The University of North Carolina system and will go before the State Board of Education to seek approval as an alternative to English IV. The data from this semester will be reviewed to make adjustments to the eligibility criteria requirements as needed. The program is meant to complete a full roll-out in Fall 2018 but a request for a delayed/graduated roll-out has been submitted and is waiting approval from the bill sponsor in the Legislature.

Dr. Powell asked about a reference to major challenge of locating computers and Chromebooks for the classrooms. These were mainly the high schools and they have applied for mini-grants to purchase Chromebooks for high school seniors. Dr. Powell suggested that this could be forwarded as a potential need funded by the Community College Foundation.

Mr. Irwin moved to approve Agenda Item 07, Mr. Gooden seconded, and the motion passed via voice vote.

Cooperative Innovative High School (CIHS) Approval Request (Attachment PROG 08) Dr. Eads reviewed this item. All documents were in order.

The committee had no questions or concerns.

Dr. Willis moved to approve Agenda Item 08, Mr. Holder seconded, and the motion passed via voice vote.

Legislative Reports (Attachment PROG 09) o Career and College Promise (CCP) Study o Career and College Promise (CCP) Annual Report o Cooperative Innovative High Schools (CIHS) Annual Report

6 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

Dr. Eads reviewed this item. These reports review the CCP and CIHS programs to assess the programs. These reports include data from the Community Colleges, the Department of Public Instruction, and The University of North Carolina. In 2016-17, over 90,000 courses were accessed by the CIHS students and the completion rates were higher than the average student. Over 1150 degrees were awarded in the last academic year. There is still a need to make sure all students are aware of the opportunities in these programs and more work can be done to ensure that we continue to work towards economic mobility that is critical to the state.

Mr. Holder moved to approve Agenda Item 09, Mr. Gooden seconded, and the motion passed via voice vote.

Curriculum Programs to be Archived (Attachment PROG 10) [CA] Dr. Chapman reviewed the item. All documents were in order.

Dr. Willis asked if programs are archived so that colleges can implement them later and for clarification between “archived” and “terminated”. These programs are archived as they are not to be offered at any of the colleges in the curriculum or if they are being moved to Continuing Education. These programs can be brought back later if a college goes through the application process and shows that there is a need at the curriculum level.

Curriculum Program Applications – Fast Track for Action (Attachment PROG 11) [CA] o Wayne Community College ▪ Swine Management Technology (A15150)

Dr. Chapman reviewed the item. All documents were in order.

Mr. Holder asked if this field is large enough to need a degree. In some areas of the state, there is a high need for this degree.

Curriculum Standard Revisions (Attachment PROG 12) [CA] o Pitt Community College ▪ Industrial Management Technology (A50260)

Dr. Chapman reviewed the item. All documents were in order.

The committee had no questions or concerns.

Combined Course Library – Continuing Education (Attachment PROG 13) [CA] o New Course Approvals, Modification, and Tier Designations ▪ New Course Approval – NCCCS EMS Advisory committee and North Carolina Office of Emergency Medical Services

7 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m.

• EMS Instructor Methodology (EMS-4502) ▪ Course Modification – Craven Community College • Central Sterile Processing (MED-3002)

Dr. Chapman reviewed this item. All documents were in order.

The committee had no questions or concerns.

Courses of Instruction – Captive/Co-Opted Groups (Attachment PROG 14) [CA] o Gaston College – Gaston Correctional Center ▪ MNT-3103 Fork Lift Operator • Fork Lift Operator

Dr. Chapman reviewed this item. All documents were in order.

The committee had no questions or concerns.

Curriculum Program Applications – Captive/Co-opted (Attachment PROG 15) o Pamlico Community College ▪ Human Services Technology (A45380)

Dr. Chapman reviewed this item. All documents were in order.

The committee had no questions or concerns.

Mr. Gooden moved to recommend Agenda Items 10-15 be included in the Consent Agenda and recommend approval, Mr. Holder seconded, and the motion passed via voice vote.

Uniform Articulation Agreement Between North Carolina Independent Colleges and Universities RN to BSN Programs and North Carolina Community College System Associate Degree Nursing Programs (Attachment PROG 16) Ms. Batts reviewed the item. The courses identified in the 5 Block Degree Plan are identical courses to the 5-Block Degree Plan in place with The University of North Carolina RN to BSN programs and allows for community college students to take courses for the associate degree and then transfer to an independent university with all courses transferring. In the future, additional independent colleges could sign on to this agreement once their nursing programs which are still in the infancy stage have graduated a full nursing class.

Dr. Powell asked if this articulation agreement will solve the issue of students taking classes that they do not need for their degrees, thereby wasting a student’s time and money in acquiring their nursing 8 SBCC 03/16/2018 MINUTES PROGRAMS COMMITTEE State Board of Community Colleges Thursday, February 15, 2018 – 1:30 p.m. degrees. This is a work between the community colleges and the universities to address the challenge of general education courses that did not count towards the nursing degree. This articulation agreement and the one with The University of North Carolina system removes that obstacle as long as students complete a course with a C or higher and meet application requirements.

Mr. Irwin moved to approve Agenda Item 16, Dr. Willis seconded, and the motion passed via voice vote.

NEW BUSINESS

ADJOURN The meeting was adjourned at 2:56 pm via voice vote. Dr. Willis made a motion, Mr. Irwin seconded and approved via voice vote.

Recording Secretary Alexandra Doles

9 SBCC 03/16/2018 Attachment PROG 01

STATE BOARD OF COMMUNITY COLLEGES Curriculum Program Terminations Approved by the System President

Information: The System President has approved the terminations listed below:

Background: 1D SBCCC 400.6 (b) states the following: The college shall terminate a curriculum program when there has been no enrollment for two consecutive years or if the college has not offered the program or has not had enrollment in the program within two years of the date the program was approved by the State Board of Community Colleges. A college may request a one-year extension of a curriculum program upon justification of the potential for employment opportunities and student enrollment.

Brunswick Community College Associate in General Education (A10300) Rationale: No enrollment: Students are not interested in enrolling in a general associate’s degree in order to complete a broad-based general education associate degree. Students are able to take general education courses through specific disciplines. Termination Semester: Fall 2018

General Occupational Technology (A55280) Rationale: No enrollment. Over the past four years there has been a steady decline in the number of students interested in this program. Termination Semester: Fall 2018

Caldwell Community College & Technical Institute Therapeutic & Diagnostic Services/Medical Assisting (Diploma) (D45920) Rationale: No enrollment for over two years: The college originally established the program to serve high school students interested in nursing through Career and College Promise (CCP). The implementation of the Associate Degree Nursing Pathway (P1032C) provides a more appropriate pathway for the CCP student. The college will maintain the Medical Assisting (A45400) program for students interested in Medical Assisting. Termination Semester: Summer 2018

Durham Technical Community College School-Age Education (A55440) Rationale: No enrollment for over two years. Students are choosing to enroll in the Early Childhood Education program instead of the School Age Education program. The Early Childhood Education program adequately covers concepts from birth to age eight. Termination Semester: Spring 2018 SBCC 03/16/2018 Attachment PROG 01

Durham Technical Community College (continued) Sustainability Technologies (A40370) Rationale: No enrollment: Lower demand for sustainable energy technologies within the college’s service area led to a decrease demand for energy efficiency auditors and solar/photovoltaic industry employees; thereby, negatively impacting the demand for program graduates. Termination Semester: Spring 2018

Montgomery Community College Emergency Medical Science (A45320) Rationale: No enrollment. There was a lack of student interest in the program. The college will continue to offer the basic EMS courses through continuing education to meet student and community needs. Termination Semester: Spring 2018

Robeson Community College Medical Assisting (A45400) Rationale: No enrollment. The program was never implemented due to the college’s inability to hire qualified faculty and obtain the necessary resources to start the Medical Assisting program. The college will continue to offer basic Medical Assisting courses through continuing education to meet student and community needs. Termination Semester: Spring 2018

Contact(s): Jennifer Frazelle Director

SBCC 03/16/2018 Attachment PROG 02

STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision As Approved By The Senior Vice President/Chief Academic Officer

Result of Curriculum Course Review Committee Action on February 13, 2018

The listed curriculum standard has been revised to reflect a core course title revision* approved by the Curriculum Course Review Committee (CCRC) on February 13, 2018:

Curriculum Title Curriculum Code Cytotechnology (Certificate) C45220

*CYT 238 Cyt Professional Issues is now titled CYT 238 Ancillary Studies In Cytopath.

Contact(s): Jennifer Frazelle Director

SBCC 03/16/2018 Attachment PROG 03

STATE BOARD OF COMMUNITY COLLEGES Associate in Fine Arts in Music Uniform Articulation Agreement

Request: The State Board of Community Colleges is requested to approve the Proposal for a Uniform Articulation Agreement Between The University of North Carolina Baccalaureate of Music Programs and the North Carolina Community College System Associate in Fine Arts in Music Programs, which is an agreement jointly created by the North Carolina Community College System and the University of North Carolina Baccalaureate of Music programs.

Strategic Plan Reference: Theme: Clear and Supported Pathways for Student Progress and Success Goal 2: Provide a continuum of education, training advising, and support to help learners make informed decisions that lead to credentials and careers. • Objective 2.3. Increase completion of credentials for successful transition to careers and/or further education. o Strategy 2.3.1: Simplify and streamline processes from entry through completion/ transfer, effectively incorporating multiple on and off ramps.

Background: Since 2014 community college and university music faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing music in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for music programs across North Carolina’s institutions of public higher education to re-evaluate the needs of students, to improve curriculum, and to commit to improving inter-institutional collaboration in order to put student success first. There is strong evidence of the successes of these efforts, with highlights including the establishment of the NC Community College AFA Association (NCCCAFAA), and the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017.)

School of Music representatives from North Carolina public universities and the NCCCAFAA have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of the community college AFA Music curriculum standard revision; the establishment of a community college music core that is closely aligned with a university foundations core; and the creation of an AFA in Music degree to Bachelor of Music degree Articulation Agreement.

Rationale: The Uniform Articulation Agreement is focused on developing seamless transfer for students who begin music studies at a community college and then transfer to one of the UNC baccalaureate of music programs.

Contact(s): Wesley Beddard Associate Vice President SBCC 03/16/2018 Attachment PROG 03A

PROPOSAL FOR A UNIFORM ARTICULATION AGREEMENT

BETWEEN

THE UNIVERSITY OF NORTH CAROLINA

BACCALAUREATE OF MUSIC PROGRAMS

AND

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM

ASSOCIATE IN FINE ARTS (AFA) IN MUSIC PROGRAMS

Effective: Fall 2018

Approved by the State Board of Community Colleges on ______

Approved by The UNC Board of Governors on ______

SBCC 03/16/2018 Attachment PROG 03A

SBCC 03/16/2018 Attachment PROG 03A

TABLE OF CONTENTS

I. Background ...... 3

II. Purpose and Rationale ...... 4

III. Policies ...... 4

IV. Regulations ...... 5

Appendices

A. Participating Programs…………………………………………………………………..………8

B. AFA in Music to BM Transfer Committee Procedures.…………………..….….9

C. AFA in Music to BM Transfer Committee Membership….……………………..9

D. AFA in Music to BM Articulation Agreement Transfer Credit Appeal

Procedure…………………………….……………….……………………………………………………10

E. Associate in Fine Arts (AFA) in Music Curriculum Standard.…..……….……12

F. NC Public Colleges and Universities Honoring the AFA in Music to BM...15

2 SBCC 03/16/2018 Attachment PROG 03A

I. Background

Since 2014 community college and university music faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing music in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for music programs across North Carolina’s institutions of public higher education to re-evaluate the needs of students, to improve curriculum, and to commit to improving inter-institutional collaboration in order to put student success first. There is strong evidence of the successes of these efforts, with highlights including the establishment of the NC Community College AFA Association (NCCCAFAA), and the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017).

School of Music representatives from North Carolina public universities and the NCCCAFAA have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of the community college AFA Music curriculum standard revision; the establishment of a community college music core that is closely aligned with a university foundations core; and the creation of an AFA in Music degree to Bachelor of Music degree Articulation Agreement.

The Associate in Fine Arts in Music to Bachelor of Music Articulation Agreement (AFA in Music to BM) is an agreement jointly created by the North Carolina Community College System AFA in Music programs and the University of North Carolina BM programs. The AFA in Music to BM is focused on facilitating transfer for students who begin music studies at a community college and then transfer to one of the UNC BM programs. There are ten BM-granting institutions within the UNC system whose focus is on music. While the individual names of these BM degrees may vary slightly between programs, for the sake of consistency and clarity we will refer to all four-year BM [music] degrees as “BM” within this document. The specific title of each degree will be listed in Appendix A, under Participating Programs.

3 SBCC 03/16/2018 Attachment PROG 03A

II. Purpose and Rationale

This document presents a uniform, statewide academic progression agreement that will promote educational advancement opportunities for Associate in Fine Arts in Music graduates moving between North Carolina community colleges and the constituent institutions of The University of North Carolina in order to complete Bachelor of Music degree. It describes a progression degree plan that includes required general education and prerequisite courses that are acceptable to all state-funded Bachelor of Music programs. AFA in Music graduates will meet entrance requirements at all of the North Carolina public universities and will meet entrance requirements for application directly to the Bachelor of Music programs. AFA in Music graduates must meet the admission requirements and associated timelines as published by each BM program. Acceptance into any BM program is not guaranteed.

This proposal supports the mission of the North Carolina State Board of Community Colleges and Goals 1 and 2 of the University of North Carolina’s strategic document Our Time Our Future, University of North Carolina Strategic Direction. It moves these objectives forward by creating a more seamless and rational transfer process for community college Associate in Fine Arts in Music students.

III. Policies

The AFA in Music to BM is made between the State Board of the North Carolina Community College System and The University of North Carolina Board of Governors. It applies to all North Carolina community colleges that offer the Associate in Fine Arts in Music program and to those constituent institutions of The University of North Carolina that operate Bachelor of Music Programs. For the list of participating programs, see Appendix A. The AFA in Music to BM applies to all community college students who enter the Associate in Fine Arts in Music degree program after the effective date of this agreement and who successfully complete the AFA in Music Degree.

4 SBCC 03/16/2018 Attachment PROG 03A

A. AFA in Music to BM Transfer Committee (AFABMTC) Authority to interpret and make changes in the AFA in Music to BM rests with the AFA to BM Transfer Committee (AFABMTC). The AFABMTC is an eight-member co-chaired committee appointed by the Presidents of the North Carolina Community College System and The University of North Carolina. Questions concerning the AFA in Music to BM should be directed to the appropriate system’s Chief Academic Officer (CAO) with an explanation of the institutional policy that may (appear to) be in conflict with AFA in Music to BM. The CAO will forward unresolved questions to the AFABMTC for resolution. Each system will appoint one ex-officio non-voting member of the AFABMTC. For further details, see Appendices B and C.

B. Transfer Credit Appeal

AFA in Music to BM students who perceive that the terms of the AFA in Music to BM have not been honored may follow the AFA in Music to BM Transfer Credit Appeal Process as outlined in Appendix D.

IV. Regulations

A. Transfer of Credits The AFA in Music to BM establishes the procedures governing the transfer of credits for students who graduate from North Carolina Community College AFA in Music programs and apply to BM programs at constituent institutions of The University of North Carolina. The AFA in Music to BM does not address admission to a specific institution or BM program within an institution, nor does it imply a specific time toward degree completion.

1. Eligibility To be eligible for the transfer of credits under the AFA in Music to BM, an applicant must enter a community college AFA in Music program on or after the effective date of this agreement. Applicants must earn an AFA in Music degree in a North Carolina Community College with a GPA of at least 2.0 and a grade of C or better in all transfer courses. To be eligible an applicant must meet the receiving institutions admissions requirements.

In order to use the AFA in Music to BM effectively, students should follow the prescribed AFA in Music course list. (Appendix E)

5 SBCC 03/16/2018 Attachment PROG 03A

2. Procedures governing transfer of Associate in Fine Arts in Music into Bachelor of Music

a. The AFA in Music to BM enables students who have graduated from North Carolina community college AFA in Music programs to complete a common list of courses that meet the entrance requirements at all of the BM programs at the constituent institutions of The University of North Carolina. Music program admissions are competitive, therefore no student is guaranteed admission to a music program. In addition to meeting entrance requirements, transfer students may also be required to audition depending on the audition requirements for each institution. b. A student who completes an AFA in Music with a GPA of at least 2.0 and a grade of C or better in the AFA in Music to BM courses listed in Appendix E and meets the receiving institutions admissions requirements will have fulfilled the BM program entry requirements, and all courses in the Universal General Education Transfer Component will transfer with course equivalency to fulfill General Education requirements for the BM. This agreement does not exempt students from meeting the minimum admissions requirement. c. These students will receive at least 60 semester hours of academic credit for courses with a grade of C or better toward the appropriate BM degree upon admission to a UNC institution.

3. Certification of the Associate of Fine Arts in Music degree completion Certification of completion of the Associate of Fine Arts in Music degree in is the responsibility of the community college at which the courses were completed. Transcript identification of the Universal General Education Transfer Component Courses is also the responsibility of the community college at which the courses were completed.

4. Transfer of Courses not originated at North Carolina community colleges Transfer courses that do not originate in a North Carolina Community College or UNC institution may be used under the AFA in Music to BM with the following stipulations:

a. Courses must be completed at a regionally accredited institution of higher education; b. Courses must meet general education requirements; and c. Courses may total no more than 14 hours of general education course credit. d. If the courses are used to complete the AFA in Music degree, the courses will transfer as a part of the degree.

6 SBCC 03/16/2018 Attachment PROG 03A

5. Transfer of Advanced Placement (AP) course credit Advanced Placement (AP) course credits, awarded for a score of three or higher, are acceptable as part of a student’s successfully completed AFA in Music degree under the AFA in Music to BM.

B. Impact of the AFA in Music to BM on other articulation agreements The AFA in Music to BM takes precedence over bilateral articulation agreements established between constituent institutions of The University of North Carolina and the North Carolina Community College System but does not necessarily preclude such agreements. Institution-to-institution articulation agreements that fall within the parameters of the AFA in Music to BM and enhance transferability of students from community colleges to senior institutions are acceptable. Institutional agreements conflicting with the AFA in Music to BM are not permitted.

7 SBCC 03/16/2018 Attachment PROG 03A

Appendices

Appendix A Participating Programs as of January 20, 2018

North Carolina Community Colleges with approval to offer the Associate in Fine Arts in Music (A10700) degree: Alamance Community College Blue Ridge Community College Caldwell Community College and Technical Institute Cape Fear Community College Catawba Valley Community College Central Piedmont Community College Coastal Carolina Community College Craven Community College Fayetteville Technical Community College Guilford Technical Community College Isothermal Community College Lenoir Community College Mitchell Community College Montgomery Community College Pitt Community College Roanoke-Chowan Community College Sandhills Community College

UNC System Bachelor of Music Programs

Appalachian State University East Carolina State University North Carolina Central University UNC Chapel Hill UNC Charlotte UNC Greensboro UNC Pembroke UNC School of the Arts UNC Wilmington Western Carolina University

For the most current list of community colleges approved to offer the Associate in Fine Arts in Music (A10700), please visit the NC Community College System Catalog at http://www.nccommunitycolleges.edu/academic- programs/education-catalog.

8 SBCC 03/16/2018 Attachment PROG 03A

Appendix B AFA IN MUSIC to BM AA Transfer Committee Procedures Articulation between the North Carolina Community College System and The University of North Carolina is a dynamic process. To ensure the currency of the AFA in Music to BM Articulation Agreement, occasional modifications to that agreement may be necessary. The AFA in Music to BM Transfer Committee (AFABMTC) will receive requests for modification only upon the recommendation of the chief academic officer of the NCCCS or UNC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Decisions made by the AFABMTC will be consistent with all pertinent accreditation standards.

Appendix C AFA IN MUSIC to BM Articulation Agreement Transfer Committee Membership

AFABMTC members shall serve three-year, staggered terms. An individual may serve no more than two consecutive terms. Some initial appointments may be for one or two years to allow for staggering of terms.

The AFABMTC shall have co-chairs, one from the NCCCS members, and one from the UNC members. Co-chairs shall be elected by the membership, and shall serve staggered terms.

NCCCS Members:

 Four representatives including: o One representative from the NCCCS administration (Non-Voting) o One representative from the NCCC AFA Association Executive Committee (an AFA in Music representative) o Two representatives from the community college AFA in Music schools. (These two members will be nominated by their peers and appointed by the CAO of the NCCCS.) Self- nomination with endorsement by peers is permitted.

UNC System Members:

 Four representatives including: o One representative from the University of North Carolina General Administration (Non-Voting) o Three representatives from the university BM institutions. (These three members will be nominated by their peers and appointed by the CAO of UNC.) Self-nomination with endorsement by peers is permitted.

9 SBCC 03/16/2018 Attachment PROG 03A

Appendix D AFA in Music to BM Articulation Agreement Transfer Credit Appeal Procedure

Guiding Principle: If a student from a North Carolina Community College System (NCCCS) college believes the terms of the AFA in Music to BM Articulation Agreement have not been honored by a University of North Carolina (UNC) institution to which the student has been admitted, the student may invoke the AFA in Music to BM AA Transfer Credit Appeal Procedure.

Steps in Filing an Appeal Step #1:  No later than the last day of classes of the first semester for which admission is offered, the student must submit an AFA in Music to BM Articulation Agreement Transfer Credit Appeal Form along with any supporting documentation to the Music Chair/Executive or other campus designee at the UNC campus to which the student has been admitted. Students first enrolling at the senior institution in a summer session must submit their appeal by the end of the subsequent fall semester.

 The student must specify on the appeal form the specific AFA in Music to BM Articulation Agreement language that is in contention. Appeals that lack this information will not be considered.

 The Music Chair/Executive or other campus designee will review the appeal and respond in writing (email or letter) to the student within 15 business days of receiving the student’s appeal. Step #2:  If the student is not satisfied with the decision of the Music Chair/Executive or other campus designee, the student may appeal on the same form to the next designated administrator i.e. Dean/Vice-Provost/Chief Academic Officer (Provost) of the specific University within 15 days of written notice of the director’s decision.

 The designated administrator will review the appeal and respond in writing (email or letter) to the student within 15 business days of receiving the student’s appeal. Step #3  If the student is not satisfied with the decision of the designated administrator, the student may appeal to the AFA to BM Transfer Committee (AFABMTC) appeals subcommittee, composed of the Co-chairs, a representative from the UNC General Administration, and a representative from the NCCCS. The student must submit the appeal to the subcommittee within 15 days of the receipt of the Provost’s decision. The appeal to the AFA to BM Transfer Committee (AFABMTC) appeals subcommittee should be sent to:

UNC-GA AFA to BM Transfer Committee (AFABMTC) AFA in Music to BM Articulation Agreement Appeal PO Box 2688, Chapel Hill, NC 27515

10 SBCC 03/16/2018 Attachment PROG 03A

If a consensus is reached by the subcommittee, the student will be notified within 15 business days; if a consensus resolution is not reached, the appeal will be forwarded by the subcommittee to the full AFABMTC within 10 business days. The AFABMTC will review the appeal and notify the student of the final decision within 10 business days of receiving the appeal.

11 SBCC 03/16/2018 Attachment PROG 03A

AFA in Music to BM Articulation Agreement Transfer Credit Appeal Form

University of North Carolina/North Carolina Community College System

Section 1: Student Information (to be completed by the student submitting the form)

 The completed form and any supporting documentation must be submitted to the UNC institution’s Music Chair/Executive no later than the last day of classes of the first semester for which admission is offered or by the end of the subsequent fall semester for students enrolling in the summer.  You must specify the nature of the appeal and cite the specific AFA in Music to BM Articulation Agreement language that is in contention. Appeals that do not include this information cannot be considered.

Last Name: First: MI: (Please print or type)

Address: (Number and Street) (City) (State) (Zip)

Telephone: Email: (Area code/Number)

Community College from which AFA in Music was earned:

UNC institution offering admission: beginning (semester/yr.)

Course title in question: ______

Section 2: Basis for your appeal: State your concern(s), citing specific language in the AFA in Music to BM Articulation Agreement that is applicable to your contention. Attach AFA in Music to BM Articulation Agreement supporting documents.

Student Signature: Date

Date Received: ______Received by: ______

12 SBCC 03/16/2018 Attachment PROG 03A

Appendix E REFLECTS PROPOSED Effective Term: Fall 201718 Associate in Fine Arts in Music (A10700) Curriculum Standard The Associate in Fine Arts in Music degree shall be granted for a planned program of study consisting of a minimum of 60-61 semester hours of college transfer courses. Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic computer use. UNIVERSAL GENERAL EDUCATION TRANSFER COMPONENT (22-23 hours) (All Universal General Education Transfer Component courses will transfer for equivalency credit.)

English Composition (6 SHC) ENG 111 Writing & Inquiry (3 SHC) ENG 112 Writing/Research in the Disciplines (3 SHC) Communications and Humanities/Fine Arts: (3 SHC) Select one course from the following disciplines: ART 111 Art Appreciation (3 SHC) ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC) Social/Behavioral Sciences (6 SHC) Select two courses from two different disciplines: ECO 251 Principles of Microeconomics (3 SHC) ECO 252 Principles of Microeconomics (3 SHC) HIS 111 World Civilizations I (3 SHC) HIS 112 World Civilizations II (3 SHC) HIS 131 American History I (3 SHC) HIS 132 American History II (3 SHC) POL 120 American Government (3 SHC) PSY 150 General Psychology (3 SHC) SOC 210 Introduction to Sociology (3 SHC) Math (3-4 SHC) Select one course from the following: MAT 143 Quantitative Literacy (3 SHC) MAT 171 Pre-calculus Algebra (4 SHC)

13 SBCC 03/16/2018 Attachment PROG 03A

Natural Sciences (4 SHC) Select 4 SHC from the following: AST 111 Descriptive Astronomy (3 SHC) and AST 111A Descriptive Astronomy Lab (1 SHC)

AST 151 General Astronomy I (3 SHC) and AST 151A General Astronomy I Lab (1 SHC)

BIO 110 Principles of Biology (4 SHC) BIO 111 General Biology I (4 SHC) CHM 151 General Chemistry I (4 SHC) GEL 111 Geology (4 SHC)

PHY 110 Conceptual Physics (3 SHC) and PHY 110A Conceptual Physics Lab (1 SHC) ADDITIONAL GENERAL EDUCATION HOURS: (3 SHC) Select one course from the following discipline areas: All courses listed below are classified as UGETC with the exception of foreign language. ART 111 Art Appreciation (3 SHC) ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC)

Any foreign language course classified as general education/humanities on the Comprehensive Articulation transfer course list.

OTHER REQUIRED HOURS (34-36 SHC) Academic Transition: The following course is required (1 SHC): ACA 122 College Transfer Success (1 SHC)

Music Theory: The following courses are required (8 SHC): MUS 121 Music Theory I (3 SHC) MUS 122 Music Theory II (3 SHC) MUS 125 Aural Skills I (1 SHC) MUS 126 Aural Skills II (1 SHC)

Applied Music: The following courses are required (4 SHC): MUS 161 Applied Music I (2 SHC) MUS 162 Applied Music II (2 SHC)

Class Music: The following courses are required (2 SHC): MUS 151 Class Music I (1 SHC) MUS 152 Class Music II (1 SHC)

14 SBCC 03/16/2018 Attachment PROG 03A

Ensemble: (2-4 SHC) Select 2-4 SHC from the following courses: MUS 131 Chorus (1 SHC) MUS 132 Chorus II (1 SHC) MUS 231 Chorus III (1 SHC) MUS 232 Chorus IV (1 SHC) MUS 133 Band I (1 SHC) MUS 134 Band II (1 SHC) MUS 233 Band III (1 SHC) MUS 234 Band IV (1 SHC) MUS 135 Jazz Ensemble I (1 SHC) MUS 136 Jazz Ensemble II (1 SHC) MUS 235 Jazz Ensemble III (1 SHC) MUS 236 Jazz Ensemble IV (1 SHC) MUS 137 Orchestra I (1 SHC) MUS 138 Orchestra II (1 SHC) MUS 237 Orchestra III (1 SHC) MUS 238 Orchestra IV (1 SHC) MUS 173 Opera Production I (1 SHC) MUS 174 Opera Production II (1 SHC) MUS 273 Opera Production III (1 SHC) MUS 274 Opera Production IV (1 SHC) MUS 141 Ensemble I (1 SHC) MUS 142 Ensemble II (1 SHC) MUS 241 Ensemble III (1 SHC) MUS 242 Ensemble IV (1 SHC) MUS 181 Show Choir (4 SHC) MUS 253 Big Band (1 SHC)

An additional 15-19 SHC (Depending on selection of math and ensemble courses) of courses should be selected from the courses classified as pre-major, elective, general education, or UGETC within the Comprehensive Articulation Agreement to total 60-61 semester hour credits. Students should select these courses based on their intended major and transfer institution.

Total Semester Hours Credit (SHC) in Program: 60-61*

*One semester hour of credit may be included in a 61 SHC Associate in Fine Arts in Music program of study. The transfer of this hour is not guaranteed.

15 SBCC 03/16/2018 Attachment PROG 03A

Appendix F North Carolina Public College and Universities Honoring the AFA in Music to BM Articulation Agreement

The following institutions do not award Bachelor of Music degrees but offer a degree in music other than a Bachelor of Music degree and agree to honor the AFA in Music to BM Articulation Agreement.

Pending

16 SBCC 03/16/2018 Attachment PROG 04

STATE BOARD OF COMMUNITY COLLEGES Associate in Fine Arts in Theatre Uniform Articulation Agreement

Request: The State Board of Community Colleges is requested to approve the Proposal for a Uniform Articulation Agreement Between The University of North Carolina Baccalaureate of Arts Programs and the North Carolina Community College System Associate in Fine Arts in Theatre Arts Programs, which is an agreement jointly created by the North Carolina Community College System and the University of North Carolina Baccalaureate of Arts programs.

Strategic Plan Reference: Theme: Clear and Supported Pathways for Student Progress and Success Goal 2: Provide a continuum of education, training advising, and support to help learners make informed decisions that lead to credentials and careers.

• Objective 2.3. Increase completion of credentials for successful transition to careers and/or further education. o Strategy 2.3.1: Simplify and streamline processes from entry through completion/ transfer, effectively incorporating multiple on and off ramps.

Background: Since 2013, North Carolina community college and university theatre faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing theatre in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for theatre programs across North Carolina’s institutions of public higher education to re-evaluate the needs of students, to improve curriculum, and to commit to improving inter-institutional collaboration and prioritizing student success. These efforts have resulted in several successful ventures, highlighted by: the establishment of the NC Community College AFA Association (NCCCAFAA); the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017); the inaugural joint meeting of public higher education theatre programs of September 2017, hosted by the UNC-Greensboro College of Visual and Performing Arts; and the creation of the North Carolina Theatre Programs in Higher Education (NCTPHE), a joint alliance of theatre department chairs, directors, and faculty from NC’s community college and university programs.

The NCTPHE and the NCCCAFAA have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of community college AFA Theatre curriculum standard revision; the establishment of a community college theatre core that is closely aligned with a university foundations core; and the creation of AFA Theatre to BA Articulation Agreement.

Rationale: The Uniform Articulation Agreement is focused on developing seamless transfer for students who begin music studies at a community college and then transfer to one of the UNC baccalaureate of music programs.

Contact: Wesley Beddard, Associate Vice President

SBCC 03/16/2018 Attachment PROG 04A

PROPOSAL FOR A UNIFORM ARTICULATION AGREEMENT

BETWEEN

THE UNIVERSITY OF NORTH CAROLINA

BACCALAUREATE OF ARTS PROGRAMS AND

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM ASSOCIATE

IN FINE ARTS IN THEATRE ARTS PROGRAMS

Effective: Fall 2018

Approved by the State Board of Community Colleges on ______

Approved by the UNC Board of Governors on January 26, 2018

SBCC 03/16/2018 Attachment PROG 04A

TABLE OF CONTENTS

Background………………………………………………………………………………………………………………………………………………...….1

Purpose and Rational……………………………………………………………………………………………………………………………………….1

Policies…………………………………………………………………………………………………………………………………………………………….2

Regulations……………………………………………………………………………………………………………………………………………………..2

Appendices

A. Participating Programs ……………………………………………………………………………………………..……………………..5

B. AFA in Theatre to BA Transfer Committee Procedures and Membership..………………………………………7

C. AFA in Theatre to BA Articulation Agreement Transfer Credit Appeal Procedure ………………………….8

D. AFA in Theatre Curriculum Standard ………………………..……..…………………………………………………………..10

ii SBCC 03/16/2018 Attachment PROG 04A

Background

Since 2013, North Carolina community college and university theatre faculty, department chairs, and administrators have been focused on forging productive, collaborative relationships founded on the common goal of best serving students pursuing theatre in North Carolina’s public community colleges and universities. The implementation of the 2014 Comprehensive Articulation Agreement between the two systems presented motivation for theatre programs across North Carolina’s institutions of public higher education to re-evaluate the needs of students, to improve curriculum, and to commit to improving inter-institutional collaboration and prioritizing student success. These efforts have resulted in several successful ventures, highlighted by: the establishment of the NC Community College AFA Association (NCCCAFAA); the creation of the annual NC Community College Fine Arts Conference (a statewide conference for both community college and university faculty that is in its fourth year in 2017); the inaugural joint meeting of public higher education theatre programs of September 2017, hosted by the UNC-Greensboro College of Visual and Performing Arts; and the creation of the North Carolina Theatre Programs in Higher Education (NCTPHE), a joint alliance of theatre department chairs, directors, and faculty from NC’s community college and university programs.

The NCTPHE and the NCCCAFAA have worked together to develop improvements in the transfer process that include the following actions: the creation, submission, and implementation of community college AFA Theatre curriculum standard revision; the establishment of a community college theatre core that is closely aligned with a university foundations core; and the creation of AFA Theatre to BA Articulation Agreement.

The Associate in Fine Arts in Theatre to Bachelor of Arts Articulation Agreement is an agreement jointly created by the North Carolina Community College System (NCCCS) and the University of North Carolina (UNC) BA Theatre programs. The AFA Theatre to BA Articulation Agreement is focused on developing seamless transfer for students who begin theatre studies at a community college and then transfer to one of the UNC BA Theatre programs. Currently, eleven UNC institutions grant BA degrees with a focus on theatre. While the individual names of these eleven BA degrees may vary slightly between programs, for the sake of consistency and clarity we will refer to all four-year BA theatre degrees as “BA” within this document. The specific title of each degree will be listed in Appendix A, under Participating Programs.

Purpose and Rationale

This document presents a uniform, statewide, academic progression agreement that will promote educational advancement opportunities for Associate in Fine Arts in Theatre graduates moving between North Carolina community colleges and the UNC constituent institutions in order to complete Bachelor of Arts degrees. It describes a progression degree plan that includes required general education and prerequisite courses that are acceptable to all state-funded Bachelor of Arts in Theatre programs. AFA in Theatre graduates will meet entrance requirements at all of the UNC institutions and will meet entrance requirements for application directly to the Bachelor of Arts programs. AFA in Theatre graduates must meet submission requirements and associated timelines as required by each BA program. This agreement does not constitute a guarantee that students graduating with an AFA in Theater will gain acceptance into any UNC BA program. Each student must follow the admissions process, and meet stated requirements, of the specific receiving four-year institution.

1 SBCC 03/16/2018 Attachment PROG 04A

This proposal supports the mission of the North Carolina State Board of Community Colleges and the UNC Higher Expectations strategic plan’s stated goals of “Access, Affordability, and Efficiency” and “Economic and Community Engagement.” It moves these objectives forward by creating a more seamless and rational transfer process for community college Associate in Fine Arts in Theatre students.

Policies

The AFA Theatre to BA Articulation Agreement is made between the State Board of the North Carolina Community College System and The University of North Carolina Board of Governors. It applies to all North Carolina community colleges that offer the Associate in Fine Arts in Theatre program and to those UNC constituent institutions that operate Bachelor of Arts programs (see Appendix A for participating programs). The AFA Theatre to BA Articulation Agreement applies to all community college students who enter the Associate in Fine Arts in Theatre degree program after the effective date of this agreement and who successfully complete the AFA in Theatre degree.

AFA in Theatre to BA Transfer Committee Authority to interpret and make changes in the AFA Theatre to BA Articulation Agreement rests with the AFA to BA Transfer Committee. The committee is an eight-member co-chaired committee appointed by the presidents of the NCCCS and UNC. Questions concerning the AFA Theatre to BA Articulation Agreement should be directed to the appropriate system’s chief academic officer (CAO) with an explanation of the institutional policy that may (or appear to) be in conflict with AFA Theatre to BA Articulation Agreement. The CAO will forward unresolved questions to the committee for resolution. Each system will appoint one ex-officio non-voting member of the committee. For further details, see Appendix B.

Transfer Credit Appeal If an AFA Theatre to BA Articulation Agreement student perceives that the terms of the AFA Theatre to BA Articulation Agreement have not been honored, the student may follow the AFA Theatre to BA Articulation Agreement Transfer Credit Appeal Process as outlined in Appendix C.

Regulations

Transfer of Credits The AFA Theatre to BA Articulation Agreement establishes the procedures governing the transfer of credits for students who graduate from North Carolina Community College AFA in Theatre programs and apply to BA Theatre programs at UNC institutions. The Agreement does not address admission to a specific institution or BA program within an institution.

1. Eligibility To be eligible for the transfer of credits under the agreement, an applicant must be either currently enrolled or enter a community college AFA in Theatre program on or after the effective date of this agreement and must earn an AFA in Theatre degree in a North Carolina Community College with a GPA of at least 2.0 and a grade of C or better in all transfer courses.

In order to use the agreement effectively, students should follow the prescribed AFA in Theatre course list (Appendix E).

2 SBCC 03/16/2018 Attachment PROG 04A

2. Procedures governing transfer of Associate in Fine Arts in Theatre into Bachelor of Arts a. The agreement enables students who have graduated from a NCCCS institution with an AFA in Theatre to complete a common list of courses that meet the entrance requirements at all of the BA in Theatre programs at UNC institutions. However, because theatre program admissions are competitive, no student is guaranteed admission to a UNC theatre program. In addition to meeting entrance requirements, transfer students may also be required to submit evidence of their creative work, depending on the requirements for each institution. b. A student who completes an AFA in Theatre with a GPA of at least 2.0 and a grade of C or better in the Agreement courses listed in Appendix E will have fulfilled the BA program entry requirements, and all courses in the Universal General Education Transfer Component will transfer with course equivalency to fulfill General Education requirements for the BA. c. These students will receive at least 60 semester hours of academic credit upon admission to a UNC institution.

3. Certification of the Associate of Fine Arts in Theatre degree completion Certification of completion of the Associate of Fine Arts in Theatre degree is the responsibility of the community college at which the courses were completed. Transcript identification of the Universal General Education Transfer Component Courses is also the responsibility of the community college at which the courses were completed.

4. Transfer of Courses not originated at North Carolina community colleges Transfer courses that do not originate in a North Carolina Community College or UNC institution may be used under the agreement with the following stipulations:

a. Courses must be completed at a regionally accredited institution of higher education;

b. Courses must meet general education requirements; and

c. Courses may total no more than 14 hours of general education course credit

d. If the courses are used to complete the AFA Theatre degree, the courses will transfer as a part of the degree.

5. Transfer of Advanced Placement (AP) course credit Advanced Placement (AP) course credits, awarded for a score of three or higher, are acceptable as part of a student’s successfully completed AFA Theatre degree under the Agreement.

Impact of the agreement on other articulation agreements This agreement takes precedence over bilateral articulation agreements established between constituent institutions of UNC and the NCCCS but does not necessarily preclude such agreements. Institution-to-institution articulation agreements that fall within the parameters of the agreement and enhance transferability of students from NCCCS to UNC institutions are acceptable. Institutional agreements conflicting with the agreement are invalid.

3 SBCC 03/16/2018 Attachment PROG 04A Appendix A Participating Programs NCCCS Associate in Fine Arts in Theatre Programs As of February 1, 2018

NCCCS Institutions with Associate in Fine Arts in Theatre (A10800) degrees

Blue Ridge Community College Fayetteville Technical Community College Cape Fear Community College Forsyth Technical Community College Catawba Valley Community College Guilford Technical Community College Central Piedmont Community College Pitt Community College Coastal Carolina Community College Western Piedmont Community College College of The Albemarle

For a current list of community colleges approved to offer the Associate in Fine Arts in Music, please visit the NC Community College System Catalog at http://www.nccommunitycolleges.edu/academic- programs/education-catalog

UNC Institutions with BA Programs with Degree Titles

Appalachian State University: Bachelor of Arts in Theatre Generalist East Carolina University: Bachelor of Arts in Theater Arts Fayetteville State University: Bachelor of Arts in Theatre North Carolina Central University: Bachelor of Arts in Theatre UNC Asheville: Bachelor of Arts in Drama UNC Chapel Hill: Bachelor of Arts in Dramatic Art UNC Charlotte: Bachelor of Arts in Theatre UNC Greensboro: Bachelor of Arts in Drama UNC Pembroke: Bachelor of Arts in Theater Arts UNC Wilmington: Bachelor of Arts in Theatre Western Carolina University: Bachelor of Arts in Stage and Screen

Although, not encompassed within this agreement at the time of its approval and effectiveness, the following NC institutions award BFA Theatre degrees:

East Carolina University North Carolina A&T University UNC Greensboro UNC School of the Arts Western Carolina University

Students with AFA degrees who desire to obtain a BFA Theatre degree, should contact the specific institution listed above to ascertain the transferability of their community college credits along with specific admissions and transfer requirements. Appendix B

4 SBCC 03/16/2018 Attachment PROG 04A

AFA Theatre to BA Articulation Agreement Transfer Committee Procedures and Membership

Articulation between the NCCCS and UNC is a dynamic process. To ensure the currency of the agreement, occasional modifications may be necessary. The Agreement Transfer Committee (ATC) will receive requests for modification only upon the recommendation of the chief academic officer of either UNC or the NCCCS. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Decisions made by the ATC will be consistent with all pertinent accreditation standards.

Committee members shall serve staggered three-year terms. An individual may serve no more than two consecutive terms. Initial appointments may be for one or two years, to allow for staggering of terms.

The committee shall have co-chairs, representing the NCCCS and UNC institutions. Co-chairs shall be elected by the membership and shall serve staggered terms.

NCCCS Members:

Four representatives including: o One representative from the NCCCS administration (Non-Voting)

o One representative from the NCCC AFA Association Executive Committee (an AFA in Theatre representative)

o Two representatives from the community college AFA in Theatre schools. These members will be nominated by their peers and appointed by the CAO of the NCCCS. Self-nomination with endorsement by peers is permitted.

UNC Members:

Four representatives including:

o One representative from The University of North Carolina (Non-Voting), usually the Director for Community College Partnerships, unless otherwise directed by the UNC Senior Vice President for Academic Affairs.

o Three representatives from the UNC constituent BA institutions. These three members will be nominated by their peers and appointed by UNC’s CAO. Self-nomination with endorsement by peers is permitted.

5 SBCC 03/16/2018 Attachment PROG 04A

Appendix C AFA Theatre to BA Articulation Agreement Transfer Credit Appeal Procedure Guiding Principle If a NCCCS student believes the terms of the agreement have not been honored by a UNC institution to which the student has been admitted, the student may invoke the Agreement Transfer Credit Appeal Procedure.

Steps in Filing an Appeal Step #1: • By the last day of classes of the first semester for which admission is offered, the student must submit an AFA Theatre to BA Articulation Agreement Transfer Credit Appeal Form along with any supporting documentation to the director of admissions or other campus designee at the UNC institution to which the student has been admitted. Students first enrolling at the senior institution in a summer session must submit their appeal by the end of the subsequent fall semester.

• The student must specify on the appeal form the specific language that is in contention. Appeals that lack this information will not be considered.

• The director of admission, or other institutional designee, will review the appeal and respond in writing (email or letter) to the student within 15 business days.

Step #2: • If the student is not satisfied with the decision of the director of admission (or institutional designee), the student may appeal on the same form to the chief academic officer of the specific institution within 15 business days of written notice of the director/designee’s decision.

• The CAO will review the appeal and respond in writing (email or letter) to the student within 15 business days of receiving the student’s appeal.

Step #3 • If the student is not satisfied with the decision of the institution’s CAO, the student may appeal to the AFA to BA Transfer Committee appeals subcommittee, composed of the co-chairs, a representative from UNC, and a representative from the NCCCS. The student must submit the appeal to the subcommittee within 15 business days of the receipt of the CAO’s decision.

• The appeal to the AFA to BA Transfer Committee appeals subcommittee should be sent to:

UNC-GA AFA to BA Transfer Committee AFATA to BFA AA Appeal PO Box 2688, Chapel Hill, NC 27515

• If a consensus is reached by the subcommittee, the student will be notified within 15 business days; if a consensus resolution is not reached, the appeal will be forwarded by the subcommittee to the full committee within 10 business days. The committee will review the appeal and notify the student of the final decision within 10 business days of receiving the appeal.

6 SBCC 03/16/2018 Attachment PROG 04A

AFA Theatre to BA Articulation Agreement Transfer Credit Appeal Form

Section 1: Student Information (to be completed by the student submitting the form)

• The completed form and any supporting documentation must be submitted to the UNC institution’s director of admission by the last day of classes of the first semester for which admission is offered or by the end of the subsequent fall semester for students enrolling in the summer. • You must specify the nature of the appeal and cite the specific AFA Theatre to BA Articulation Agreement language that is in contention. Appeals that do not include this information cannot be considered.

Last Name: ______First:______MI:____(Please print or type)

Address: (Number and Street) (City) (State) (Zip)

Telephone: Email: (Area code/Number)

Community College from which AFA Theatre was earned:

UNC institution offering admission: beginning (semester/yr)

Section 2: Basis for your appeal: On a separate, attached document, specify the nature of the appeal and cite the specific AFA Theatre to BA Articulation Agreement language that is in contention. Attach AFA Theatre to BA Articulation Agreement supporting documents.

Student Signature: Date:

7 SBCC 03/16/2018 Attachment PROG 04A

Appendix D Associate in Fine Arts in Theatre (A10800) Curriculum Standard The Associate in Fine Arts in Theatre degree shall be granted for a planned program of study consisting of a minimum of 60 semester hours of college transfer courses. Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic computer use. UNIVERSAL GENERAL EDUCATION TRANSFER COMPONENT All Universal General Education Transfer Component courses will transfer for equivalency credit.

English Composition (6 SHC) The following two English composition courses are required. ENG 111 Writing and Inquiry (3 SHC) ENG 112 Writing/Research in the Disciplines (3 SHC)

Communications and Humanities/Fine Arts (9 SHC) Select three courses from at least two different disciplines. ART 111 Art Appreciation (3 SHC) ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC)

Social/Behavioral Sciences (9 SHC) Select three courses from at least two different disciplines. ECO 251 Principles of Microeconomics (3 SHC) ECO 252 Principles of Macroeconomics (3 SHC) HIS 111 World Civilizations I (3 SHC) HIS 112 World Civilizations II (3 SHC) HIS 131 American History I (3 SHC) HIS 132 American History II (3 SHC) POL 120 American Government (3 SHC) PSY 150 General Psychology (3 SHC) SOC 210 Introduction to Sociology (3 SHC)

Math (3-4 SHC) Select one course from the following: MAT 143 Quantitative Literacy (3 SHC) MAT 152 Statistical Methods I (4 SHC) MAT 171 Pre-calculus Algebra (4 SHC) MAT 271 Calculus I (4 SHC) MAT 272 Calculus II (4 SHC)

8 SBCC 03/16/2018 Attachment PROG 04A

Natural Sciences (4 SHC) Select 4 SHC from the following: AST 111 Descriptive Astronomy and (3 SHC) AST 111A Descriptive Astronomy Lab (1 SHC) AST 151 General Astronomy and (3 SHC) AST 151A General Astronomy Lab (1 SHC) BIO 110 Principles of Biology (4 SHC) BIO 111 General Biology I (4 SHC) CHM 151 General Chemistry I (4 SHC) GEL 111 Geology (4 SHC) PHY 110 Conceptual Physics and (3 SHC) PHY 110A Conceptual Physics Lab (1 SHC)

OTHER REQUIRED HOURS (16 SHC)

THEATRE (15 SHC) DRA 211 Theatre History I (3 SHC) DRA 212 Theatre History II (3 SHC)

Choose one track. Acting Track DRA 130 Acting I (3 SHC) DRA 135 Acting for the Camera I (3 SHC) DRA 170 Play Production I (3 SHC)

Technical Track DRA 140 Stagecraft I (3 SHC) DRA 141 Stagecraft II (3 SHC) DRA 170 Play Production I (3 SHC)

Academic Transition (1 SHC) The following course is required: ACA 122 College Transfer Success (1 SHC)

An additional 12-14 SHC of courses should be selected from the courses classified as pre-major, elective, general education, or UGETC within the Comprehensive Articulation Agreement. Students should select these courses based on their intended major and transfer university.

Total Semester Hours Credit (SHC) in Program: 60-61*

*One semester hour of credit may be included in a 61 SHC Associate in Fine Arts in Theatre program of study. The transfer of this hour is not guarantee

9 SBCC 03/16/2018 Attachment PROG 05

STATE BOARD OF COMMUNITY COLLEGES Curriculum Program Application (New to the System)

The State Board of Community Colleges is asked to approve the curriculum program at the listed college on the condition that equipment funds are available to the college and operating funds generated by the budget formula will permit the offering of the program without any special allocation of funds.

Durham Technical Community College Anesthesia Technology (A45xxx)

Contacts): Jennifer Frazelle Director

SBCC 03/16/2018 Attachment PROG 05A

PROGRAM APPLICATION SUMMARY EVALUATION REPORT Durham Technical Community College Anesthesia Technology (A45xxx)

Program Planning: Durham Technical Community College is seeking approval for the Anesthesia Technology (A45xxx) program to begin Fall 2018. The planning area is defined as the college’s service area of Durham and Orange counties. All colleges were notified of the planning process for this program.

The proposed program was approved by the Board of Trustees at Durham Technical Community College on November 28, 2017. Minutes from this Board meeting were attached to the program application. The President and the Board of Trustees of Durham Technical Community College have certified the following:

• The proposed program will enhance the workforce of North Carolina, will provide educational and training opportunities consistent with the mission of the college, and will not duplicate the opportunities currently offered.

• They have assessed the need for the proposed program and the resources required to program efficiently and effectively within the resources available to the college.

• The college will complete a program accountability report including student success measures, enrollment trends, completion rates, and employment data three years after implementation of the program.

Strategic Plan Reference (s): Theme Economic and Workforce Impact Goal 3: Ensure the educational pipeline prepares a workforce possessing the interest, knowledge, skills, and abilities to meet the needs of employers, now and into the future. • Objective 3.1. Collaborate with stakeholders to promote a workforce system that fosters innovation and establishes seamless connections among community colleges, K-12 education, universities, workforce and economic development partners, and business and industry. o Strategy 3.1.1. Identify and engage employers and relevant sources of data to determine high-demand occupations, program demand within the current labor market, and expected occupational earnings. o Strategy 3.1.2. Partner with high schools, universities, and workforce development entities and engage with employers and industry associations at the regional/local levels to identify workforce needs and establish educational and training programs collaboratively and comprehensively. • Objective 3.2. Offer relevant, high-quality instructional programs that meet the needs of business and industry for existing and future jobs.

SBCC 03/16/2018 Attachment PROG 05A

o Strategy 3.2.4 Integrate critical employability skills into all programs of study to better prepare students for today’s work environment

Program Rationale: Durham Technical Community College (DTCC) indicates the following:

• DTCC in partnership with the University of North Carolina Chapel Hill (including UNC School of Medicine and UNC Healthcare) developed the proposed Anesthesia Technology (AT) curriculum. The goal of the program is to prepare students to “anticipate the needs of the patient and provider, according to the surgical requirements, procedure, or circumstance when providing safe and efficient care for patients undergoing anesthesia.” (www.asatt.org)

• The proposed program will prepare students to be eligible to sit for the American Society of Anesthesia Technologists and Technicians (ASATT) National Certification Examination.

• The ASATT has identified anesthesia technology as a growing allied health profession. Nationally, the profession is noted as having a Bright Outlook (www.oneonline.org) and as a new and emerging profession. Projected growth for 2014-2024 is fourteen percent with an estimation of 50,000 jobs annually.

• To determine local need, hospitals in and surrounding DTCC’s service area were contacted. Initial reports from the hospital indicate three to fifteen percent of their current AT staff hold the certification. All agencies report that they are moving to require this credential. The agencies also report that their workforce is down by at least ten percent and all noted plans to expand their AT workforce. There are approximately 156 open AT positions across the state.

• Currently, there are only seven approved curricula AT programs in the country. Those institutions are located in Illinois, Arkansas, California, Washington, Florida, New York, and Wisconsin.

• The projected salary for a Certified AT is $36,000 to $55,000 per year. (www.asatt.org)

Impact of the Proposed Program on Other Programs: This program would be new to the community college system.

Implementation of Collaborative Plan: Not Applicable

Curriculum Design: The proposed program of study is in compliance with the proposed curriculum standard.

Contact(s): Renee Batts, Associate Director SBCC 03/16/2018 Attachment PROG 05B

Effective Term PROPOSED CURRICULUM STANDARD Fall 2018 [2018*03]

Curriculum Program Title Anesthesia Technology Program A45xxx Code Concentration (not applicable) CIP Code

Curriculum Description The Anesthesia Technology program prepares students to work as a vital member of the Anesthesia Care Team. The anesthesia technologist provides safe care at the direction of the anesthesia provider in the care of patients undergoing anesthesia.

Students will become proficient in fundamentals and advanced skills in the acquisition, preparation, and application of various types of equipment required for the delivery of anesthesia care.

Graduates are eligible to complete the Certified Anesthesia Technologists credentialing process through the American Society of Anesthesia Technologists and Technicians (ASATT). Employment opportunities are available in hospitals, surgical centers, imaging, emergency departments, dental suites, and ambulatory care centers.

Curriculum Requirements* [for associate degree, diploma, and certificate programs in accordance with 1D SBCCC 400.10]

I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.)

III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

AAS Diploma Certificate Minimum General Education Hours 15 6 0 Minimum Major Hours 49 30 12 Other Required Hours 0-7 0-4 0-1 Total Semester Hours Credit in Program 64-76 36-48 12-18

*Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic use of computers. SBCC 03/16/2018 Attachment PROG 05B Proposed Major Hours

A. Core. The subject/course core is comprised of subject areas and/or specific courses which are required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.

B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours of credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.

C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. Anesthesia Technology (A45xxx) AAS Diploma Certificate Minimum Major Hours Required 49 SHC 30 SHC 12 SHC

A. CORE (Courses required for the diploma are designated with *) 39 SHC Required Courses: ATC 110 Intro to Anesthesia Technology 3 SHC ATC 112 Anesthesia Pharmacology 3 SHC ATC 115 The Anesthesia Machine 4 SHC ATC 125 Special Practice Lab 1 SHC ATC 210 Anesthesia Monitoring Equip 5 SHC ATC 215 Anesthesia Airway Equipment 5 SHC ATC 280 ATC Professional Practice 3 SHC

Clinical Education ATC 150 ATC Clinical Practice I 3 SHC ATC 155 ATC Clinical Practice II 4 SHC ATC 240 ATC Clinical Practice III 4 SHC ATC 245 ATC Clinical Practice IV 4 SHC B. CONCENTRATION (if applicable) C. OTHER MAJOR HOURS To be selected from the following prefixes:

ATC, BIO, BUS, CHM, CIS, HIT, HUM, MAT, MED, PHM, PSY, and SOC

Up to two semester hour credits may be selected from ACA.

Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS and SPA.

Approved by the State Board of Community Colleges on ______. SBCC 03/16/2018 Attachment PROG 05C

Anesthesia Technology Courses

ATC 110 Intro to Anesthesia Technology

Class: 3 Lab: 0 Clinical: 0 Credit: 3

Prerequisites: None Corequisites: None

This course introduces the different roles in the Anesthesia Care Team, specifically the scope of practice and specific duties of the Anesthesia Technologist. Topics include: role of the Anesthesia Technologist, scope of practice, standards of patient care, introduction to basic equipment and monitors, and types of anesthesia. Upon completion, students should be able to describe the roles and functions of the members of the anesthesia care team and have a basic knowledge of anesthesia and its associated equipment.

ATC 112 Anesthesia Pharmacology

Class: 3 Lab: 0 Clinical: 0 Credit: 3

Prerequisites: None Corequisites: None

This course introduces anesthesia pharmacology, the drugs used for the induction and maintenance of anesthesia, and the drugs used for cardiovascular support. Topics include: inhalation agents, intravenous therapy, pharmacology, emergency medications, Basic and Advanced Life Support training. Upon completion, students should be able to have a basic knowledge of the common medications used in the anesthesia environment as well as their administration.

ACT 115 The Anesthesia Machine

Class: 3 Lab: 3 Clinical: 0 Credit: 4

Prerequisites: None Corequisites: None

This course introduces didactic and lab training on the components, function, setup, turn-over, and basic maintenance of the anesthesia machine. Emphasis is placed on individual components of the vaporizer, ventilator, and circuits of the anesthesia machine, this includes proper cleaning, setup and turn-over, as well as, basic trouble-shooting and maintenance. Upon completion, students should be able to have a thorough understanding of the components and function of the anesthesia machine and be able to perform a check-out, turn-over, cleaning and basic maintenance.

SBCC 03/16/2018 Attachment PROG 05C

ATC 125 Special Practice Lab

Class: 0 Lab: 3 Clinical: 0 Credit: 1

Prerequisites: ATC 110 and ATC 115 Corequisites: None

This course provides additional learning opportunities in anesthesia care. Emphasis is placed on equipment management and anesthesia care procedures. Upon completions, students should be able to demonstrate competence in concepts and procedures through laboratory evaluations.

ATC 150 ATC Clinical Practice I

Class: 0 Lab: 0 Clinical: 9 Credit: 3

Prerequisites: ATC 110, ATC 112, ATC 115 and ATC 210 Corequisites: None

This course provides entry-level clinical experience. Emphasis is placed on basic anesthesia care in efficient ambulatory surgery anesthesia and similar settings. Upon completion, students should be able to provide anesthesia support and demonstrate clinical competence in required performance evaluations.

ATC 155 ATC Clinical Practice II

Class: 0 Lab: 0 Clinical: 12 Credit: 4

Prerequisites: ATC 110, ATC 112, ATC 115, ATC 150, and ATC 210 Corequisites: None

This course provides entry-level clinical experience for anesthesia technologists in the high-acuity inpatient surgical setting on a large variety of surgical cases. Emphasis is placed on more complex anesthesia in a variety of surgical cases in a large hospital setting. Upon completion, students should be able to provide anesthesia support for a wide variety of surgeries in a high-acuity inpatient setting in a major hospital setting.

SBCC 03/16/2018 Attachment PROG 05C

ATC 210 Anesthesia Monitoring Equip

Class: 4 Lab: 3 Clinical: 0 Credit: 5

Prerequisites: ATC 110 Corequisites: ATC 115

This course will cover the function and placement of non-invasive, invasive, and advanced monitoring equipment used during the administration of anesthesia. Emphasis is placed on standard monitors including blood pressure, ECG, pulse oximetry, temperature, End-Tidal CO2, neuromuscular blockade, invasive arterial and venous monitors and other specialized equipment. Upon completion, students should be able to setup and place, or assist in placement, anesthesia monitors as well as perform basic trouble-shooting and they will have basic knowledge of more advanced and complex equipment used in specialty anesthesia

ATC 215 Anesthesia Airway Equipment

Class: 4 Lab: 3 Clinical 0 Credit: 5

Prerequisites: ATC 110 and ATC 115 Corequisites: None

This course covers the function and use of basic and advanced anesthesia airway equipment and the setup, trouble-shooting and assistance in placing endotracheal tubes. Emphasis is placed on equipment setup and processing of airway equipment including direct and indirect laryngoscopy, supraglottic airways, and fiberoptic endoscopes. Upon completion, students should be able to setup and assist with placing airways in a variety of situations and be able to assist the anesthesia care team in a case of a difficult airway.

ATC 240 ATC Clinical Practice III

Class: 0 Lab: 0 Clinical 12 Credit: 4

Prerequisites: ATC 150 and ATC 155 Corequisites: None

This course provides advanced practitioner clinical experience for anesthesia technologists in the complex environment of neurosurgical and cardiac anesthesia. Emphasis is placed on complex anesthetics on neurosurgical and cardiac surgery patients. Upon completion, students should be able to provide anesthesia support for neurosurgical and cardiac anesthetics including setup and trouble-shooting of advanced monitoring equipment.

SBCC 03/16/2018 Attachment PROG 05C

ATC 245 ATC Clinical Practice IV

Class: 0 Lab: 0 Clinical 12 Credit: 4

Prerequisites: ATC 150 and ATC 155 Corequisites: None

This course will provide advanced practitioner clinical experience for anesthesia technologists in the highly variable environment of outside and remote locations, and subspecialty anesthesia such as obstetrics, pediatrics, and regional anesthesia. Emphasis is placed on anesthetics not performed in the typical operating room location, including: obstetrics, pediatrics, remote locations, and regional anesthesia. Upon completion, students should be able to provide anesthesia support at remote and varied locations as well as for pediatric, obstetric, ad regional anesthesia.

ATC 280 ATC Professional Practice

Class: 3 Lab: 0 Clinical 0 Credit: 3

Prerequisites: ATC 150 and ATC 155 Corequisites: None

This course includes a comprehensive overview of anesthesia technologist concepts and essential professional skills. Topics include healthcare law, professional ethics, career transition, professional and employability skills, and preparation for the certification examination. Upon completion, students should be able to demonstrate a comprehensive knowledge required for the anesthesia technologist to obtain employment and sit for the Certified Anesthesia Technologist examination.

SBCC 03/16/2018

Attachment PROG 05D

STATE BOARD OF COMMUNITY COLLEGES New Curriculum Prefix - Tiered Funding Formula Recommendations

Request: The State Board of Community Colleges is asked to assign the following new curriculum prefix to the North Carolina Community College System Tiered Funding Formula:

Tier 1A - ATC – Anesthesia Technology Rationale: The ATC curriculum prefix is in the area of health care and lab-based science.

Background: On August 15, 2014, the State Board of Community Colleges adopted the 2014-2015 State Aid Allocations and Budget Policies, which included the implementation of a four-tiered funding model. To implement the Tiered Funding Forming Model, all existing curriculum and continuing education course prefixes were assigned to one of four funding levels as defined below:

Tier 1A: Includes curriculum budget FTE in health care and technical education courses that train North Carolinians for immediate employment in priority occupations that have documented skills gaps and pay higher wages. This tier also includes FTE in a limited number of continuing education courses that train students for the exact same third-party certification as curriculum courses in Tier 1A.

Tier 1B: Includes curriculum budget FTE in other high cost areas of health care, technical education, lab-based science, and college-level math courses. With the implementation of Closing the Skills Gap, Tier 1B also includes FTE in short‐term, workforce continuing education courses that help prepare students for jobs in priority occupations and lead to competency‐based industry credentials.

Tier 2: Includes a) all other curriculum budget FTE, b) all Basic Skills budget FTE, and c) budget FTE associated with other continuing education courses that are scheduled for 96 hours or more and are mapped to a third-party credential, certification, or industry-designed curriculum.

Tier 3: Includes all other continuing education budget FTE. This weighted allocation model is designed to provide a funding differential between each tier.

Tier 1A is funded at a level equal to 30% higher than Tier 2, while Tier 1B is funded at a level that is 15% higher than Tier 2. Tier 3 is funded at a rate that is 15% less than Tier 2.

Contact(s): Renee Batts Associate Director

SBCC 03/16/2018 Attachment PROG 06

STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

The State Board is asked to approve revisions to the following curriculum standard:

Mitchell Community College Associate in Fine Arts in Music (A10700)

SBCC 03/16/2018 Attachment PROG 06A STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

Mitchell Community College Associate in Fine Arts Music (A10700)

Request: The State Board of Community Colleges is asked to approve Mitchell Community College’s request to revise the Associate in Fine Arts Music (A10700) curriculum standard with an effective term of Fall 2018.

Proposed Revision: Add the following courses as requirements:

MUS 125 Aural Skills I MUS 126 Aural Skills II

Rationale: The music theory courses (MUS 121 Music Theory I and MUS 122 Music Theory II) were revised by the Curriculum Course Review Committee (CCRC) on February 13, 2018 to decrease the hours and to revise the descriptions to separate music theory from aural skills. In addition, the CCRC approved MUS 125 Aural Skills I and MUS 126 Aural Skills II as new courses.

It is important for students to receive dedicated aural skills training and this separation will more clearly align with music requirements at four-year institutions and will be. Transferring students will be able to provide four-year institutions with a transcript which clearly identifies aural skills training.

Vote Results: Colleges approved to offer the program: 17 Colleges in favor of recommendations: 13 Colleges opposed to recommendations: 2 Colleges that declined to vote: 1 Colleges that did not respond: 1

The two opposing colleges felt that it would be acceptable to leave aural skills combined with music theory. One of these colleges felt that aural skills could be demonstrated to the senior institutions through placement tests.

Contact(s): Jennifer Frazelle Director

SBCC 03/16/2018 Attachment PROG 06B PROPOSED Effective Term: Fall 201718 Associate in Fine Arts in Music (A10700) Curriculum Standard

The Associate in Fine Arts in Music degree shall be granted for a planned program of study consisting of a minimum of 60-61 semester hours of college transfer courses. Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic computer use. UNIVERSAL GENERAL EDUCATION TRANSFER COMPONENT (22-23 hours) (All Universal General Education Transfer Component courses will transfer for equivalency credit.)

English Composition (6 SHC) ENG 111 Writing & Inquiry (3 SHC) ENG 112 Writing/Research in the Disciplines (3 SHC) Communications and Humanities/Fine Arts: (3 SHC) Select one course from the following disciplines: ART 111 Art Appreciation (3 SHC) ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC) Social/Behavioral Sciences (6 SHC) Select two courses from two different disciplines: ECO 251 Principles of Microeconomics (3 SHC) ECO 252 Principles of Microeconomics (3 SHC) HIS 111 World Civilizations I (3 SHC) HIS 112 World Civilizations II (3 SHC) HIS 131 American History I (3 SHC) HIS 132 American History II (3 SHC) POL 120 American Government (3 SHC) PSY 150 General Psychology (3 SHC) SOC 210 Introduction to Sociology (3 SHC) Math (3-4 SHC) Select one course from the following: MAT 143 Quantitative Literacy (3 SHC) MAT 171 Pre-calculus Algebra (4 SHC)

SBCC 03/16/2018 Attachment PROG 06C

Natural Sciences (4 SHC) Select 4 SHC from the following: AST 111 Descriptive Astronomy (3 SHC) and AST 111A Descriptive Astronomy Lab (1 SHC)

AST 151 General Astronomy I (3 SHC) and AST 151A General Astronomy I Lab (1 SHC)

BIO 110 Principles of Biology (4 SHC) BIO 111 General Biology I (4 SHC) CHM 151 General Chemistry I (4 SHC) GEL 111 Geology (4 SHC)

PHY 110 Conceptual Physics (3 SHC) and PHY 110A Conceptual Physics Lab (1 SHC) ADDITIONAL GENERAL EDUCATION HOURS: (3 SHC) Select one course from the following discipline areas: All courses listed below are classified as UGETC with the exception of foreign language. ART 111 Art Appreciation (3 SHC) ART 114 Art History Survey I (3 SHC) ART 115 Art History Survey II (3 SHC) COM 231 Public Speaking (3 SHC) ENG 231 American Literature I (3 SHC) ENG 232 American Literature II (3 SHC) ENG 241 British Literature I (3 SHC) ENG 242 British Literature II (3 SHC) MUS 110 Music Appreciation (3 SHC) MUS 112 Introduction to Jazz (3 SHC) PHI 215 Philosophical Issues (3 SHC) PHI 240 Introduction to Ethics (3 SHC)

Any foreign language course classified as general education/humanities on the Comprehensive Articulation transfer course list.

OTHER REQUIRED HOURS (34-36 SHC) Academic Transition: The following course is required (1 SHC): ACA 122 College Transfer Success (1 SHC)

Music Theory: The following courses are required (8 SHC): MUS 121 Music Theory I (3 SHC) MUS 122 Music Theory II (3 SHC) MUS 125 Aural Skills I (1 SHC) MUS 126 Aural Skills II (1 SHC)

Applied Music: The following courses are required (4 SHC): MUS 161 Applied Music I (2 SHC) MUS 162 Applied Music II (2 SHC)

Approved by the State Board of Community Colleges on February 19, 2016; SBCC Revised 07/15/16; SBCC Revised 05/19/17; SBCC Revised ______. SBCC 03/16/2018 Attachment PROG 06C

Class Music: The following courses are required (2 SHC): MUS 151 Class Music I (1 SHC) MUS 152 Class Music II (1 SHC)

Ensemble: (2-4 SHC) Select 2-4 SHC from the following courses: MUS 131 Chorus (1 SHC) MUS 132 Chorus II (1 SHC) MUS 231 Chorus III (1 SHC) MUS 232 Chorus IV (1 SHC) MUS 133 Band I (1 SHC) MUS 134 Band II (1 SHC) MUS 233 Band III (1 SHC) MUS 234 Band IV (1 SHC) MUS 135 Jazz Ensemble I (1 SHC) MUS 136 Jazz Ensemble II (1 SHC) MUS 235 Jazz Ensemble III (1 SHC) MUS 236 Jazz Ensemble IV (1 SHC) MUS 137 Orchestra I (1 SHC) MUS 138 Orchestra II (1 SHC) MUS 237 Orchestra III (1 SHC) MUS 238 Orchestra IV (1 SHC) MUS 173 Opera Production I (1 SHC) MUS 174 Opera Production II (1 SHC) MUS 273 Opera Production III (1 SHC) MUS 274 Opera Production IV (1 SHC) MUS 141 Ensemble I (1 SHC) MUS 142 Ensemble II (1 SHC) MUS 241 Ensemble III (1 SHC) MUS 242 Ensemble IV (1 SHC) MUS 181 Show Choir (4 SHC) MUS 253 Big Band (1 SHC)

An additional 15-19 SHC (Depending on selection of math and ensemble courses) of courses should be selected from the courses classified as pre-major, elective, general education, or UGETC within the Comprehensive Articulation Agreement to total 60-61 semester hour credits. Students should select these courses based on their intended major and transfer institution.

Total Semester Hours Credit (SHC) in Program: 60-61*

*One semester hour of credit may be included in a 61 SHC Associate in Fine Arts in Music program of study. The transfer of this hour is not guaranteed.

Approved by the State Board of Community Colleges on February 19, 2016; SBCC Revised 07/15/16; SBCC Revised 05/19/17; SBCC Revised ______. SBCC 03/16/2018 Attachment PROG 07

SHORT-TERM WORKFORCE TRAINING FUNDING IMPLEMENTATION

A Report to the: Joint Legislative Education Oversight Committee House Appropriations Committee on Education Senate Appropriations Committee on Education/Higher Education Fiscal Research Division Office of State Budget and Management

Submitted by The State Board of Community Colleges

Section 9.14(b) of S.L. 2017-57

April 1, 2018

SBCC 03/16/2018 1 Attachment PROG 07

EXECUTIVE SUMMARY Section 9.14(b) of S.L. 2017-57, Invest in Short-Term Workforce Training, appropriated $2,000,000 in non-recurring funds to community colleges to support short-term workforce training courses leading to industry credentials. Thirty-six colleges were awarded short-term training grant funds to support training impacting a broad range of industry sectors, including aviation, construction, healthcare, industrial/manufacturing, transportation and public safety. The proposed programs will allow an estimated 785 students gain access to training leading to industry credentials aligned with employer demand and community needs across the state. Beginning in Spring 2018, the colleges began training programs impacting student access to in-demand credentials and supporting employers needs for a skilled workforce.

BACKGROUND Section 9.14(b) of S.L. 2017-57, Invest in Short-Term Workforce Training, appropriated non-recurring funds to community colleges to support short-term workforce training courses leading to industry credentials. The community colleges were provided an application process and these funds were allocated at the same full-time equivalent (FTE) value as curriculum courses.

These funds provide the North Carolina Community Colleges the opportunity to demonstrate the potential impact of this revised funding allocation for short-term workforce training supporting the employers and citizens of the State.

Short-term workforce training programs included in the application were required to meet an identified employer demand and be supported by business and industry partners within the community.

Institutions were also required to demonstrate how these additional funds would positively impact student access to in-demand short-term training programs as well as increase responsiveness to employer demands for a skilled workforce.

IMPLEMENTATION All colleges were invited to submit applications for consideration of funds to support short-term workforce training leading to industry credentials.

Programs submitted for funds were required to be Tier 1A, Tier 1B or Tier 2 eligible and to be closely aligned with local industry needs as demonstrated through support letters. Colleges also indicated their capability of providing the training in the Spring 2018.

Thirty-six community colleges submitted applications for use of the short-term workforce training funds. Total application requests equaled $3.9 million in funds for training. Applications were reviewed for SBCC 03/16/2018 2 Attachment PROG 07 alignment with requirements, including how the increased access to funds supports capacity growth, improved delivery, or positively impacted employer demand to student enrollment ratios.

Allocations were recommended for all 36 colleges to receive funding of priority needs. This allocation provides an opportunity for funds to impact a broad range of industry sectors, including aviation, construction, healthcare, industrial/manufacturing, transportation and public safety. The proposed programs will allow an estimated 785 students gain access to training leading to industry credentials aligned with employer demand and community needs across the state.

IMPACT Short-Term Workforce Training funds were awarded to the colleges at the State Board of Community College November 17, 2017 meeting. Beginning in the Spring 2018 term, colleges began utilizing funds to impact access to courses leading to industry credentials.

Course Sections Leading to Credentials Impacted by Grant Funds: Courses Begun as of March 1, 2018 28 Courses Anticipated through June 30, 2018 48

Immediate impact has been felt across the colleges and the targeted workforce. Examples include the following:

• Central Piedmont Community College’s program for truck driver training where fund allocations reduced a 6-month wait list for 30 students impacting the employment opportunities for the students and supporting the workforce demand for skilled drivers. Locally this effort responds to employers including EPES, Sysco, Schneider and Eagle who have all requested the college increase output.

• Craven Community College’s heating, ventilation and air conditioning (HVAC) program demonstrates the ability to impact local employer workforce demand. Within the program several students have obtained jobs while still completing their training programs. Student’s will enter the workforce while continuing training towards their National Center for Construction Education and Research (NCCER) credentials in HVAC.

• Fire Academy programs at Sandhills Community College and South Piedmont Community College are supporting the statewide initiative to increase the number of trained fire fighters in North Carolina. This manifests directly for local fire departments like Monroe Fire Department in filling their demand for professional fire fighters.

• Rowan-Cabarrus Community College’s building construction trades program has provided an opportunity to develop coordinated response with community partners including the City of

SBCC 03/16/2018 3 Attachment PROG 07

Salisbury to dually impact the workforce demand for skilled construction workers earning NCCER Core Construction credentials in addition to focusing on underserved communities experiencing elevated rates of unemployment.

• Montgomery Community College’s Unmanned Aerial Vehicle (UAV) Academy has had a statewide impact ensuring that emergency responders have the training necessary to effectively deploy UAV devices when responding to emergency situations including law enforcement, fire movement and hazardous material operations. To date more than 40 emergency service members and first responders have benefited from short-term training supported through the grant funds.

The impact of training supported through these funds based on the amended FTE funding model will continue to impact students and the workforce through the grant cycle where an estimated 785 individuals will receive training leading to in-demand credentials to support the North Carolina employers and the workforce pipeline.

CONCLUSION The Short-Term Workforce Training allocation has provided colleges the occasion to access funding for short-term training at the same rate as curriculum programs. This funding model, which values the role of short-term training in supporting workforce demands, supports the colleges’ ability to effectively respond to industry training requests.

Colleges have demonstrated their ability to impact access to training, improve delivery models to reach broader population groups and positively impact employer workforce pipelines. These efforts are possible due to the funding allocation model that presents colleges’ the resources to consider how to most efficiently implement short-term training options for students and employers who are seeking to fulfill immediate needs.

SBCC 03/16/2018 4 Attachment PROG 07

SECTOR/COLLEGE COURSE Aviation Fayetteville Tech CC Airframe Systems Construction Asheville-Buncombe CC Building Construction Trades Beaufort CC HVAC Carteret CC Masonry Craven CC HVAC Davidson CCC Carpentry Rowan-Cabarrus CC Building Construction Trades Vance-Granville CC Heavy Equipment Operator Healthcare Brunswick CC Medical Assisting Gaston College Paramedic Johnston CC Nurse Aide I Piedmont CC Paramedic Pitt CC Nurse Aide II Rockingham CC Paramedic Southeastern CC Nurse Aide I Stanly CC MRI Tech Western Piedmont CC Nurse Aide I Industrial / Manufacturing Blue Ridge CC Maintenance Mechanics Cape Fear CC Electrical Lineman Durham Tech CC Manufacturing Tech Forsyth Tech CC Biowork Haywood CC Welding Lenoir CC Certified Production Technician Mayland CC Manufacturing Technician McDowell Tech CC Manufacturing Technician Mitchell CC Certified Production Technician Nash CC Electrical Lineman Randolph CC Machining Technology Public Safety Montgomery CC Search and Rescue (Unmanned Aerial Vehicles) Sandhills CC Firefighter South Piedmont CC Firefighter Southwestern CC Basic Law Enforcement (BLET) Transportation Caldwell CC & TI Truck Driver Training Central Piedmont CC Truck Driver Training Cleveland CC Truck Driver Training Isothermal CC Truck Driver Training

SBCC 03/16/2018 5 Attachment PROG 08

STATE BOARD OF COMMUNITY COLLEGES Proposal for a Uniform Articulation Agreement Between the University of North Carolina Baccalaureate of Early Childhood Education/Birth to Kindergarten Programs and the North Carolina Community College System Associate in Applied Science in Early Childhood Education

Request: The State Board of Community Colleges is requested to approve the Proposal for a Uniform Articulation Agreement Between The University of North Carolina Baccalaureate of Early Childhood Education/Birth to Kindergarten programs and the North Carolina Community College System Associate in Applied Science in Early Childhood Education programs, which is an agreement jointly created by the North Carolina Community College System and the University of North Carolina Baccalaureate Early Childhood Education/Birth to Kindergarten programs.

Strategic Plan Reference(s): Theme: Clear and Supported Pathways for Student Progress and Success Goal 2: Provide a continuum of education, training advising, and support to help learners make informed decisions that lead to credentials and careers.

• Objective 2.3. Increase completion of credentials for successful transition to careers and/or further education. o Strategy 2.3.1: Simplify and streamline processes from entry through completion/ transfer, effectively incorporating multiple on and off ramps.

Background: Session Law 2017-68, Senate Bill 315 (Part II) mandated by March 1, 2018, “the Board of Governors of The University of North Carolina and the State Board of Community Colleges shall develop an articulation agreement for the transfer of credits earned for an associate degree in an early childhood education program at a community college toward a baccalaureate degree in an early childhood education program at a constituent institution for the purposes of the student obtaining teacher licensure in the area of Birth through Kindergarten. The articulation agreement shall apply to all community college campuses and constituent institutions with early childhood education programs. The articulation agreement may include that the community college student transferring credit and enrolling in the constituent institution has a minimum grade point average and a minimum Praxis I score.”

The legislation also required, by April 15, 2018, a combined report from the two governing boards to the Joint Legislative Education Oversight Committee “on the development of the articulation agreement and the plan for implementation of the articulation agreement at all community college campuses and constituent institutions with early childhood education programs” and system-wide implementation of the articulation agreement beginning with the 2018-2019 academic year.

SBCC 03/16/2018 Attachment PROG 08

Rationale: The Uniform Articulation Agreement is focused on developing seamless transfer for students who begin visual arts studies at a community college and then transfer to one of the UNC baccalaureate of Early Childhood Education/Birth to Kindergarten programs.

Contact(s): Dr. Lisa Eads Program Coordinator

SBCC 03/16/2018 Attachment PROG 08A

PROPOSAL FOR A UNIFORM ARTICULATION AGREEMENT BETWEEN

THE UNIVERSITY OF NORTH CAROLINA

BACCALAUREATE OF BIRTH-KINDERGARTEN AND

EARLY CHILDHOOD RELATED PROGRAMS AND

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM

APPLIED ASSOCIATE IN EARLY CHILDHOOD EDUCATION PROGRAMS

Effective: Fall 2018

Approved by the State Board of Community Colleges on XX/XX/XXXX

Approved by The UNC Board of Governors on XX/XX/XXXX

SBCC 03/16/2018 Attachment PROG 08A

TABLE OF CONTENTS

Background & History ………………………………………………………………………………………………………………….. 1

Purpose and Rationale …………………………………………………………………………………………………………………. 6

Policies …………………………………………………………………………………………………………………………………………. 7

A. ECE to BK Transfer Committee (ECEBKTC) B. Admission Policy C. Transfer Credit Appeal

Regulations and Procedures ……………………………………………………………………………………………………….. 9

A. Transfer of Credits B. Impact of the ECAA on other articulation agreements C. Compliance Procedures D. Students enrolled prior to Fall 2018 E. ECE to BK Transfer Committee Procedures F. ECE to BK Articulation Agreement Transfer Credit Appeal Procedures

Appendices

A. Participating Programs ………………………………………………………………………………………. 16 B. Block Degree Plan with Transfer Course List …………………………………………………….... 17 C. Associate in Applied Science in Early Childhood Education Curriculum Standard... 20

ii SBCC 03/16/2018 Attachment PROG 08A

BACKGROUND AND HISTORY

Nearly two decades ago, North Carolina Community College faculty and university faculty from the UNC System, as well as the North Carolina Private and Independent Colleges, began meeting to discuss early childhood education articulation and program alignment. An initial, primary concern was the university’s uncertainty of the community college course content and alignment with university program standards.

In 2006, community college faculty from across the state began participation in a two-year Early Childhood Curriculum Improvement Project (CIP). The achieved goal of the CIP was to revise the early childhood program and courses to more closely align with university standards. North Carolina Community Colleges and both public and private universities created several bilateral articulation agreements following the completion of the CIP, which expanded transfer opportunities for community college early childhood education students.

Both the 2006-2008 CIP and the 2015 Growing Greatness projects were successful in updating early childhood course content and producing closer alignment with higher education standards. However, articulation through bilateral agreements created challenges. As of fall 2017, more than 14 early childhood education bilateral articulation agreements existed in North Carolina. With each university having a unique individual transfer course list, community college and university student advisors faced many issues and challenges--especially if a student decided to enroll at a different university than originally planned. Additionally, many community college early childhood education courses transferred into the university as electives, instead of specific courses within the major, forcing the students to take additional classes, which increased costs and time to graduation.

Session Law 2017-68, Senate Bill 315 (Part II)1 mandated by March 1, 2018, “the Board of Governors of The University of North Carolina and the State Board of Community Colleges shall develop an articulation agreement for the transfer of credits earned for an associate degree in an early childhood education program at a community college toward a baccalaureate degree in an early childhood education program at a constituent institution for the purposes of the student obtaining teacher licensure in the area of Birth through Kindergarten. The articulation agreement shall apply to all community college campuses and constituent institutions with early childhood education programs. The articulation agreement may include that the community college student transferring credit and enrolling in the constituent institution has a minimum grade point average and a minimum Praxis I score.”

The legislation also required, by April 15, 2018, a combined report from the two governing boards to the Joint Legislative Education Oversight Committee “on the development of the articulation agreement and the plan for implementation of the articulation agreement at all community college campuses and constituent institutions with early childhood education programs” and system-wide implementation of the articulation agreement beginning with the 2018-2019 academic year.

1 General Assembly of North Carolina, Session 2017, Session Law 2017-2018, Senate Bill 315, https://www.ncleg.net/Sessions/2017/Bills/Senate/PDF/S315v4.pdf. 1 SBCC 03/16/2018 Attachment PROG 08A

All 58 NC community college campuses offer the Early Childhood Education Associate in Applied Science (AAS) degree, and twelve UNC institutions offer Birth to Kindergarten (B-K) licensure baccalaureate degrees. Additionally, eight UNC universities offer non-licensure degrees in early childhood education- related programs. The agreement and articulation detailed in this document fulfills the requirements of Senate Bill 315 and will apply to the institutions listed in Appendix A, beginning with academic year 2018-2019.

Preparing the Early Childhood Workforce

This statewide early childhood education articulation agreement includes a licensure track and non-licensure track, as both meet specifically different workforce needs within the field of early childhood education. The Birth to Kindergarten (B-K) license degree allows an individual to become a licensed teacher and work in a NC Pre-K classroom or in a kindergarten classroom, while those who select the non-licensure early childhood education degree option may work in licensed child care facilities as a lead teacher or center director/administrator. Additionally, individuals who earn the non- licensure early childhood degree may work in various agencies that serve young children, families, and early childhood educators, such as (including, but not limited to): the Division of Child Development and Early Education; the North Carolina Early Intervention Branch (NCEI), which is part of the North Carolina Division of Public Health; Child Care Resource and Referral (CCR&R); and Smart Start/local Partnerships for Children.

Job Demand for Bachelor Degree in Early Education, Birth to Kindergarten (B-K) Teaching License The North Carolina Department of Commerce projects North Carolina will continue to see an increase in job openings for preschool and kindergarten teachers based on occupational trends 2014-20242. Expansion of NC Pre-K and Early Head Start have resulted in an increased need for early educators with a bachelor degree and Birth to Kindergarten teaching license. Early Head Start expansion grants were awarded in 20153. In North Carolina, 11 communities received Early Head Start funding, including: Chapel Hill, Charlotte, Durham, Fayetteville, Goldsboro, Greensboro, Henderson, Kings Mountain, Kinston, Raleigh, and Winston-Salem. In 2017-18, the NC Pre-K program received additional funding to expand access to the program. With this expansion, an additional 1,883 children have access to the program, which is already serving an estimated 26,729 eligible four-year olds.4 Additionally, communities across the state are working with local and county leaders to expand access to preschool or create universal, county wide preschool programs. Wake and Mecklenburg Counties already budget annually for preschool initiatives.

2 “NC Department of Commerce Occupational Trends 2014-2024” http://nccareers.org/employmentprojections/occupation_employment_projections.html 3 “Early Head Start-Child Care Partnership and Early Head Start Expansion Awards,” given by the U.S. Department of Health and Human Services. For list and amounts, see https://www.acf.hhs.gov/ecd/early-learning/ehs-cc- partnerships/grant-awardees. 4 “2017-2018 NC Pre-K Expansion by County,” https://files.nc.gov/governor/documents/files/Pre%20K%20Expansion%20by%20County.pdf. 2 SBCC 03/16/2018 Attachment PROG 08A

Other communities have committed to expanding preschool programs locally. For example, Forsyth County leaders released a plan in September 2016 to create universal preschool in Forsyth County by the year 2020.5 In this proposal, an additional 2,971 children would have access to Pre-K in addition to the 1,079 children currently served by publicly funded programs, such as NC Pre-K, Head Start, and Title I. With this increase, an additional 165 preschool teaching positions will be needed in Forsyth County to staff new classrooms and maintain the same child/staff classroom ratio as NC Pre-K classrooms. Durham County leaders released their proposal in March 2017 to expand preschool access. Durham County’s proposal includes expanded access for approximately 1,200 four-year old children from low income families. The expansion would create an additional 67 preschool teaching positions in the county. In August 2017, Asheville and Buncombe County leaders released a similar plan, which would expand access to preschool and would target children ages 3-5.6 An additional 99 preschool teaching positions would be needed to staff new classrooms due to 1,778 children being added to the preschool rolls. Mecklenburg County is also considering expansion of preschool program access. In September 2017, the Charlotte Observer described the county commissioners’ plan to expand preschool access to an additional 6,576 children over the course of six years.7 Mecklenburg County has approximately 12,000 four-year olds in living in the county, necessitating creation of 365 new preschool teaching positions.

Job Demand for Bachelor Degree in Early Education, Non-Licensure The need for early educators with a bachelor degree in early education without a teaching license is also expanding in North Carolina. The North Carolina Department of Commerce projects North Carolina will continue to see an increase in job openings for early childhood administrators based on occupational trends 2014-20248. As the demand for family support programs increases and as individuals retire from agencies such as Smart Start, the Division of Child Development and Early Education, and Child Care Resource and Referral, many job opportunities in the field of early childhood education are becoming available. These opportunities are typically not in an early childhood/preschool classroom. Instead, individuals work in agencies that provide support to children and families, child care providers, and local communities. A survey of job vacancies in December 2017 revealed a wide variety of positions available in early education for individuals with a degree in early education, non-licensure. Position vacancies included the following:

5 “Early Care Service Systems Analysis: A Community Report,” https://static1.squarespace.com/static/569faec105f8e26bde1ad22b/t/58b48e80c534a5219103bbb1/1488227975 955/Early+Childhood+Service+System+Analysis+-+Community+Report.pdf. 6 “The Key to Our Futures: Expanding Access to High-Quality Preschool in Asheville and Buncombe County,” https://www.buncombecounty.org/common/Commissioners/20170926/ABPPC%20Presentation%20(003).pdf. 7 “Mecklenburg is considering universal preschool. But how would the county cover the high cost?,” The Charlotte Observer, September 27, 2018 (Updated September 29, 2017), http://www.charlotteobserver.com/news/politics- government/article175661106.html. 8 “NC Department of Commerce Occupational Trends 2014-2024” http://nccareers.org/employmentprojections/occupation_employment_projections.html 3 SBCC 03/16/2018 Attachment PROG 08A

• Senior Manager for Early Educator Support and Pre-K Program, Department of Health and Human Services9 • Early Intervention Service Coordinator Buncombe County, Department of Health and Human Services10 • Early Intervention Service Coordinator Cleveland County, Department of Health and Human Services10 • Early Intervention Habilitation Program Coordinator, Department of Health and Human Services10 • Child Care Investigation Consultant, Department of Health and Human Services10 • Child Day Care Policy and Planning Consultant, Department of Health and Human Services10 • Early Head Start Education Specialist, Child Care Resources, Inc.11 • Head Start Director, Jackson and Haywood Counties, Mountain Projects12 • Early Head Start Home Visitor Supervisor, Onslow County Partnership for Children12 • Head Start Teacher, Green Lamp12 • Early Head Start Teacher, Primary Colors Early Learning Center12 • Education Disability Specialist, Roseboro Charles E. Perry Head Start12 • Child Care Resource and Referral Counselor, Child Care Resources, Inc.11 • Child Development Specialist, Child Care Resources, Inc.11 • Child Development Specialist - Directors Leadership Academy, Child Care Resources, Inc.11 • Early Head Start Teachers - Various Openings in Burke and Mecklenburg Counties, Child Care Partnerships11 • Retention Specialist - Healthy Social Behaviors, Child Care Resources, Inc.11 • Statewide Technical Assistance & Professional Development Specialist, Child Care Resources, Inc.11 • Early Childhood Program Specialist, Harnett County Partnership for Children13 • Family Support Specialist, Harnett County Partnership for Children13 • Provider Specialist, Child Care Connections13 • Lead Technical Assistance Coordinator, Wilson County Smart Start13 • Infant-Preschool Teachers, Various Openings in Raleigh, Durham, and Winston-Salem, Bright Horizons14 • Early Education Coach, Work Family Resource Center14 • Healthy Social Behavior Specialist, Down East Partnership for Children14 • Accreditation/Technical Assistance Specialist, Child Care Services Association, Child Care Resource and Referral15 • Bilingual Counselor III Child Care Scholarship, Child Care Services Association15 • Counselor I, Child Care Referral, Child Care Services Association15

9 “Look for a Job with NC State Government” feature, see North Carolina Office of State Human Resources,

10 “Look for a Job with NC State Government” feature, see North Carolina Office of State Human Resources, https://oshr.nc.gov/work-for-nc 11 “Early Head Start- Child Care Partnership” job listing found on the Child Care Resources, Inc. http://www.childcareresourcesinc.org/about-ccri/ehs-ccp-jobs/ 12 “Careers” for the North Carolina Head Start Association http://www.headstartnc.org/about/job-opportunities/ 13 “Jobs Link” page on the North Carolina Association for the Education of Young Children (NCAEYC) http://ncaeyc.org/jobslink/ 14 Indeed search for “early childhood” results on https://www.indeed.com/jobs 15 “Employment Opportunities” on the Child Care Services Association http://www.childcareservices.org/about-us/employment/ 4 SBCC 03/16/2018 Attachment PROG 08A

Salaries for Bachelor Degree in Early Education, Licensure vs. Non-Licensure Salaries vary greatly in the field of early childhood education and are dependent upon the type of position and agencies in which individuals are employed. The annual median wage for licensed special education preschool teachers is $49,520, for special education kindergarten teachers is $43,630, and for kindergarten teachers (except special education) is $39,930 as reported by the North Carolina Department of Commerce. The annual median wage for early childhood administrators in North Carolina is $44,770.16 In 2015, Child Care Services Association completed a workforce study to examine the education and wages for individuals working in early childhood education classrooms in North Carolina. The study confirmed that early childhood professionals who had a bachelor degree with a Birth to Kindergarten (B- K) teaching license or non-licensure earned more than those without the bachelor degree. Table 1 illustrates the relationship between degree level, salary, and work setting.

Table 1. 2015 Education Level, Salary, and Work Setting of Professionals Working in Early Childhood Education17 Public Education Levels for Teachers All Centers Head Start School

No-Early Childhood Education degree, No BK $12.00 $11.94 $13.84 $14.16

Early Childhood Education degree, No BK $13.43 $12.98 $14.53 $17.52

BA or above, all degrees, with BK $17.31 $14.92 $18.76 $19.04

16 NC Department of Commerce Occupational Trends 2014-2024 http://nccareers.org/employmentprojections/occupation_employment_projections.html 17 See “Working in Early Care and Education in North Carolina: 2015 Workforce Study”, Child Care Services Association, December 2015, http://www.childcareservices.org/wp-content/uploads/2016/01/2015-Workforce- Report-FNL.pdf. 5 SBCC 03/16/2018 Attachment PROG 08A

PURPOSE AND RATIONALE

This document presents a uniform, statewide academic progression agreement that will promote educational advancement opportunities for early childhood education (ECE) students matriculating from the North Carolina Community College System to the constituent institutions of the University of North Carolina in order to complete a Bachelor’s Degree in Birth-Kindergarten teaching licensure program or a Bachelor’s Degree in a related Early Education non-licensure program. This articulation agreement describes a progression degree plan that includes required general education for all Birth-Kindergarten (BK) education degree plans (licensure and non-licensure) and pre- major courses that are acceptable to all state funded ECE to BK programs (licensure and non-licensure) options. Students who follow the progression degree plan will have 60 hours applied to all of the North Carolina public ECE to BK programs, both licensure and non-licensure. Early Childhood Education students following the plan are guaranteed not to take additional, and often duplicative, courses. This agreement does not guarantee student acceptance into any bachelor program at UNC institutions. ECE students must meet applicable admissions criteria and policies designated by, and earn admission into, the UNC institution of their choice. These criteria and admissions requirements may include (but are not limited to) minimum GPA and Praxis scores and their associated timelines, as published by each university’s Bachelor’s Degree in Birth-Kindergarten and Early Education-related programs (both licensure and non-licensure options). Advisors at NCCCS and UNC institutions must ensure students understand the higher requirements and additional steps required for admission to a licensure track program, including passing and obtaining competitive scores on the Praxis exam, as well as the increased financial cost associated with taking the exam and other expenses related to earning licensure in the state of North Carolina (e.g., the edTPA teacher portfolio assessment, full-time and unpaid semester long internship experiences in classroom). However, students in these programs (and their advisors) should also comprehend how non-licensure prospective degrees will allow them alternative options to work with young children without a teaching license. The non-licensure track provides an off-ramp/alternative pathway to earning a bachelor degree in this area, yet still retain career options and mobility for working with young children. This proposal supports the mission of the North Carolina State Board of Community Colleges and the University of North Carolina strategic plan’s stated goals of “Access, Affordability and Efficiency as well as Economic and Community Engagement.”18 It does this by reducing barriers that currently exist for applied associates degree early childhood educators who wish to earn baccalaureate degrees, and by creating a more seamless and rational--and guaranteed--transfer process for community college early childhood education students. A codified, coordinated approach should increase ECE to BK student retention and persistence, and reduce time-to-degree completion. The benefit to the state of NC likely will include an increase in the number of four-year degreed teachers with a Birth-Kindergarten licensure,

18 “Higher Expectations: Strategic Plan for The University of North Carolina, 2017-2022,” https://www.northcarolina.edu/sites/default/files/unc_strategic_plan.pdf. 6 SBCC 03/16/2018 Attachment PROG 08A a more -educated and diverse early childhood workforce, and (due to the higher pay for these degrees) increased economic mobility for the teachers. POLICIES

The Early Childhood Education Articulation Agreement (ECAA) is made between the State Board of North Carolina Community College System and the University of North Carolina Board of Governors. It applies to all 58 North Carolina community colleges offering the applied associate degree in Early Childhood Education programs and to those constituent, participating institutions of The University of North Carolina offering Birth-Kindergarten Teaching Licensure and related Early Education Non- Licensure Baccalaureate Degree Programs (see Appendix A for the list of participating institutions). The ECAA licensure and non-licensure options apply to all community college students who enter into applied associate degree in Early Childhood Education programs after the effective date of this agreement and who successfully complete an Associate in Applied Science (AAS) degree in Early Childhood Education prior to transfer. The ECE to BK Transfer Committee (ECEBKTC) will oversee refinements of and changes in the regulations, and will report in three years needed updates and outcomes of ECAA.

A. ECE to BK Transfer Committee (ECEBKTC) Authority to interpret the Early Childhood Articulation Agreement (ECAA) policy rests with the ECE to BK Transfer Committee (ECEBKTC). The ECEBKTC is an eight-member committee appointed by the Presidents of the North Carolina Community College System and The University of North Carolina. The CAO will forward unresolved questions to the ECEBKTC for interpretation. ECEBKTC members shall serve four-year, staggered terms. An individual may serve no more than two consecutive terms. Some initial appointments may be for 1, 2, 3, or 4 years to allow for staggering of terms. ECEBKTC shall have co-chairs, one from the NCCCS faculty members, and one from the UNC faculty members. Co-chairs shall be elected by the membership, and shall serve staggered terms.

NCCCS Members: Five representatives, including:

• One non-voting, ex officio representative, selected by the NCCCS CAO from among NCCCS administrative personnel. This individual is exempt from the provision restricting member to no more than two consecutive terms. • Four representatives from the 58 community college member schools. These four members will be nominated by their peers and reviewed for approval by the CAO of the NCCCS. Self- nomination with endorsement by peers is permitted.

UNC Members: Five representatives, including:

• One non-voting, ex officio representative, selected by the UNC CAO from among UNC General Administration personnel. This representative will normally be the Director of Community 7 SBCC 03/16/2018 Attachment PROG 08A

College Partnerships, but the CAO may select another individual. This individual is exempt from the provision restricting member to no more than two consecutive terms. • Four representatives from the university member schools. These members will be nominated by their peers and reviewed for approval by the CAO of UNC. Self-nomination with endorsement by peers is permitted.

Questions concerning the ECAA policy interpretations should be directed to the appropriate system's Chief Academic Officer (CAO) with an explanation of the institutional policy that may be (or appear to be) in conflict with ECAA policy. Questions about the transferability of the course work under the ECAA, and/or any proposed changes to the policies, general education courses, or early childhood education courses, must be addressed by the ECEBKTC. Changes to the curriculum standards for the Associate in Applied Science Early Childhood Education degree program are the authority of the State Board of Community Colleges. The ECEBKTC will be notified of any changes.

B. Admission Policy Completion of the AAS ECE does not guarantee admission to one of the twelve UNC institutions who offer the Birth to Kindergarten licensure program or one of the eight UNC institutions who offer a non-licensure related early childhood education degree. AAS ECE students desiring admission to a UNC institution should review and understand the following conditions:

• Admission is not assured to a specific campus or specific program or major. • Students must have graduated from a North Carolina community college with an Associate in Applied Science Early Childhood Education degree. • Students must meet all requirements of the Early Childhood Articulation Agreement (ECAA). • Students must meet minimum GPA and/or Praxis score admission requirements for the desired four-year institution’s Bachelor’s Degree in Birth-Kindergarten and Early Education-related degrees (licensure and non-licensure options). See specific UNC institution website for information on admission requirements and associated timelines, which vary by institution and program. • Students must have an overall GPA of at least 2.0 on a 4.0 scale, as calculated by the college from which they graduated, and a grade of “C” or better in all ECAA courses. • Students must be academically eligible for readmission to the last institution attended. • Students must meet judicial requirements of the institution to which they apply. • Students must meet all application requirements at the receiving institution, including the submission of all required documentation by stated deadlines.

C. Transfer Credit Appeal If a transfer student perceives that the terms of the ECAA have not been honored, he or she may follow the Transfer Credit Appeal Procedure, as outlined below in “Regulations and Procedures, Section F.” Each UNC and community college institution will provide a link to the Transfer Credit Appeal Procedure on its website.

8 SBCC 03/16/2018 Attachment PROG 08A

REGULATIONS AND PROCEDURES

A. Transfer of Credits The Early Childhood Articulation Agreement (ECAA) establishes the procedures governing the transfer of credits for students who transfer from a North Carolina Community College to a constituent institution of The University of North Carolina. The ECAA does not address admission to a specific institution or to a specific major within an institution.

1. Eligibility To be eligible for the transfer of credits under the ECAA, the student must graduate from the community college with an Associate in Applied Science Early Childhood Education degree and have an overall Grade Point Average (GPA) of at least 2.0 on a 4.0 scale and a grade of "C" or better in all ECAA courses. Students who do not complete the degree are eligible to transfer credits on a course-by-course basis as determined by the receiving institution.

2. Definition of General Education Courses and Technical Courses The Associate in Applied Science Early Childhood Education degree program in the North Carolina Community College System requires a total of sixty-four to seventy-six semester hours credit for graduation (see Appendix C), sixty of which are transferable to any UNC institution (see Appendix A). The overall total is comprised of both lower-division general education and early childhood education courses. This curriculum reflects the distribution of discipline areas commonly included in institution-wide, lower-division general education requirements for the baccalaureate degree. The Associate in Applied Science Early Childhood Education degree program includes general education requirements that represent the fundamental foundation for success, with studies in the areas of English composition, communications, humanities and fine arts, natural sciences and mathematics, and social and behavioral sciences. Within these discipline areas, community colleges must include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic computer use. Additionally, the Associate in Applied Science in Early Childhood Education degree program includes technical courses in the field of early childhood education, which include study in the areas of child development for both typical and atypical development, child guidance, health, safety and nutrition, creative activities, language and literacy, working with children and diverse families, and field experiences/practicums. Students must meet the receiving university's foreign language and/or health and physical education requirements, if applicable, prior to or after transfer to the four-year institution. The Associate in Applied Science Early Childhood Education degree program is structured to include three components:

9 SBCC 03/16/2018 Attachment PROG 08A

• Universal General Education Transfer Component comprises a minimum of 15 semester hours of credit, including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. AAS Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. All Universal General Education Transfer Component courses will transfer as equivalency credit • Technical Core/Major Hours consists of 49 semester hours, 35 of which are in the technical core, and • Other Major Hours, which includes additional early childhood education courses or additional general education courses, and brings the total number of hours in the AAS degree to 64-76 hours.

To ensure maximum transferability of credits, students should select additional general education and early childhood education courses based on the courses listed in the ECAA (see Appendix B). Each receiving institution will identify community college course equivalencies and publicize an equivalency course crosswalk to ensure transfer of credit uniformity and transparency. The specific number and distribution of courses used to fulfill the requirement in each of these areas will be identified by each community college as meeting its own general education requirements. The Universal General Education Transfer Component and Other Required General Education courses will be drawn from those courses designated in the North Carolina Community College Combined Course Library as being transferable general education. This practice will preserve the autonomy of each community college to develop its own general education program, including those aspects that make its program unique.

3. Transfer of Associate in Applied Science Early Childhood Education Degree Program

a. The ECAA enables North Carolina community college graduates of Associate in Applied Science Early Childhood Education degree programs who are admitted to constituent institutions of The University of North Carolina to transfer with junior status. b. Universities cannot place requirements on students transferring under the ECAA that are not required of their native students. c. Due to degree requirements at some UNC institutions, additional courses at the UNC institution may be required beyond the general education courses taken at the community college. d. Community college graduates of the Associate in Applied Science Early Childhood Education degree programs, who have earned 60 semester hours in approved transfer courses with a grade of “C” or better and an overall GPA of at least 2.0 on a 4.0 scale, will receive at least 60 semester hours of academic credit upon admission to a UNC institution. e. Requirements for secondary admission to the school of education at each university may include the following: minimum Praxis scores, GPA, and other published admission

10 SBCC 03/16/2018 Attachment PROG 08A

requirements for the associated baccalaureate program, available on their degree website. f. All courses approved for transfer in the ECAA are designated as fulfilling general education or pre-major/elective requirements (see Appendix B). g. ECAA courses taken beyond the 60 SHC of credit in which the student received less than a “C” will not negate the provisions of the ECAA.

4. Certification of Universal General Education Transfer Component Courses, Associate in Applied Science Early Childhood Education Degree Completion

Certification of completion of the Associate in Applied Science Early Childhood Education degree is the responsibility of the community college at which the program is completed. Transcript identification of Universal General Education Transfer Component courses is also the responsibility of the community college at which the courses are completed.

5. Four-Year Degree Plan for Community College Associate in Applied Science Early Childhood Education Transfer Students

Beyond the Universal General Education Transfer Component courses, a program of study leading to the associate degree contains courses related to a student's major or program emphasis. Each UNC institution will develop, publish, and maintain four-year degree plans identifying community college courses that provide pathways leading to Associate in Applied Science Early Childhood Education degree completion, admission into the major, and baccalaureate completion. Students who complete the Associate in Applied Science Early Childhood Education degree plan track published by a UNC institution, and who are accepted into that institution and into that major within four years of initial enrollment at the community college, will continue into that major at the UNC institution with all courses fulfilling lower division general education and other degree requirements.

6. Transfer of courses not originated at North Carolina community colleges

Transfer courses that do not originate at a North Carolina community college or UNC institution may be used under the ECAA with the following stipulations:

a. Courses must be completed at a regionally accredited (e.g., SACSCOC) institution of higher education; b. Courses must meet general education requirements as listed in Appendix B; and c. Courses may total no more than 14 semester hours of general education course credit. d. For courses not originating at a NC community college, if the courses are used to complete the AAS, the courses will transfer as part of the degree.

11 SBCC 03/16/2018 Attachment PROG 08A

7. Transfer of Advanced Placement (AP) Course Credit

Advanced Placement (AP) course credits, awarded for a score of three or higher, are acceptable as part of a student's successfully completed Associate in Applied Science in Early Childhood Education degree under the ECAA. B. Impact of the ECAA on other Articulation Agreements The ECAA takes precedence over bilateral articulation agreements established between constituent institutions of the University of North Carolina and the North Carolina Community College System, but does not necessarily preclude such agreements. Institution-to-institution articulation agreements that fall within the parameters of the ECAA and enhance transferability of students from community colleges to senior institutions are encouraged. Institutional articulation agreements conflicting with the ECAA are not permitted. C. Compliance Procedures The Early Childhood Education Birth to Kindergarten Transfer Committee (ECEBKTC) is charged with ensuring compliance of institutional policies and practices regarding the ECAA. To that end, an ECEBKTC Review Team, comprised of one UNC representative and one community college representative, will survey and review the institutional transfer credit policies and procedures of two UNC institutions per quarter. The ECEBKTC will report the findings to UNC-General Administration and the North Carolina Community College System Office.

D. Students enrolled prior to Fall 2018 Students who entered or completed an AAS program in Early Childhood Education at a North Carolina Community College prior to Fall 2018 are subject to the conditions in place at the individual institutions at the time of their original enrollment or degree completion.

E. ECE to BK Transfer Committee Procedures

Articulation between the NCCCS and UNC is a dynamic process. To ensure the currency of the ECE to BK Licensure and Non-Licensure articulation agreement, occasional modifications to that agreement may be necessary. These modifications may include the addition, deletion, and/or revision of courses on the transfer list as listed in the degree plan (see Appendix B). The ECEBKTC will receive requests for modification only upon the recommendation of the Chief Academic Officer (CAO) of the NCCCS or UNC institution. Additions, deletions, and modifications may be subject to faculty review, under the direction of the ECEBKTC. Because the modification process involves faculty and administrative review, this process may require up to 12 months for final action. Decisions made by the ECEBKTC will be consistent with all pertinent accreditation and licensure standards.

12 SBCC 03/16/2018 Attachment PROG 08A

1. The Faculty Review Process Any member of the ECEBKTC may request that a course under consideration be forwarded to the Faculty Review Committee. The Faculty Review Committee is not a standing, established committee. It is an ad hoc committee, with members selected and convened anew when needed by the ECEBKTC.

When formed, on each occasion, the Faculty Review Committee will: a. Consist of the following representatives: i. Four UNC faculty members ii. Four NCCCS faculty members b. Receive a request to review a course(s) from the assigned representative(s) of the ECEBKTC within one week of the ECEBKTC meeting where the request was made. c. Forward their comments, suggestions, and recommendations to the assigned representative(s) of the ECEBKTC prior to the next scheduled ECEBKTC meeting.

The assigned representative(s) of the ECEBKTC will report the results of the Faculty Review Committee at the next ECEBKTC scheduled meeting for action. Approval of the requested action will require a majority of the ECEBKTC members.

2. Addition of Courses to the Transfer List in the Block Degree Plan All additions to the ECAA transfer list must be drawn from the Early Childhood Articulation Agreement in effect at the time that the request for the addition is made. Such additions may be recommended by a participating institution through the following process: a. The director of a Birth-Kindergarten or related Early Childhood Education at any one of the participating colleges or universities make a written request for inclusion of a specific course as a general education, a pre-major, or elective to the CAO of their college or university. That CAO submits a written request for inclusion on the transfer list to The University of North Carolina CAO. The UNC CAO will consult with the CAO of the North Carolina Community College System Office. b. The CAOs, or their designees at UNC and at NCCCS, will then seek feedback and endorsement about whether to pursue the change from their respective campuses. A two-thirds favorable response is required for the change to be pursued. c. The CAO of either system may submit the request for action to the ECEBKTC a minimum of thirty days prior to the next ECEBKTC meeting. d. The ECEBKTC reviews the request. Any member of the ECEBKTC may request that a course be referred to the Faculty Review Committee. For all courses that are approved, the Committee records their action and rationale of action. e. The NCCCS Office and the UNC System Office will distribute notification of action to all the participating colleges or universities in their system.

13 SBCC 03/16/2018 Attachment PROG 08A

3. Deletion of a Course from the Transfer List The director of a Birth-Kindergarten or Early Childhood Education program at any one of the participating colleges or universities may request that a course be removed from the ECE to BK articulation agreement licensure and non-licensure transfer list in the Block Degree Plan by following similar procedures as outlined in items 1-5 in the Addition of Courses to the Transfer List.

4. Change in the Designation of a Course The director of a Birth-Kindergarten or related Early Childhood Education program at any one of the participating colleges or universities may request a change in the designation of a course in the ECAA (i.e., Elective to General Education or Pre-Major) by sending the request and rationale to the CAOs of the two systems. Either of the system CAOs may submit the request to the ECEBKTC for action. Any member of the ECEBKTC may request that a course under consideration be forwarded to the Faculty Review Committee. The Faculty Review Committee will be asked to review the course and the proposed action.

F. ECE to BK Articulation Agreement Transfer Credit Appeal Procedures If a student from a North Carolina Community College System (NCCCS) college believes the terms of the Early Childhood Education Articulation Agreement (ECAA) have not been honored by a University of North Carolina (UNC) institution to which the student has been admitted, the student may invoke the following ECAA Transfer Credit Appeal Procedure: Step #1:

• By the last day of classes of the first semester for which admission is offered, the student must submit an ECAA Transfer Credit Appeal Form, along with any supporting documentation, to the Director of Admission (or equivalent position, regardless of specific name, at the university) at the UNC campus to which the student has been admitted. Students first enrolling at the senior institution in a summer session must submit their appeal by the end of the subsequent fall semester. • The student must specify on the appeal form the specific ECAA language that is in contention. Appeals lacking this information will not be considered. • The Director of Admissions will review the appeal and respond in writing (email or letter) to the student within 15 business days. Step #2:

• If the student is not satisfied with the decision of the Director of Admission, they may appeal on the same form to the Chief Academic Officer (CAO) of the University within 15 days of written notice of the Director’s decision. • The CAO will review the appeal and respond in writing (email or letter) to the student within 15 business days of receiving the student’s appeal.

14 SBCC 03/16/2018 Attachment PROG 08A

Step #3

• If the student is not satisfied with the decision of the Provost, they may appeal to the Early Childhood Education Birth to Kindergarten Transfer Advisory Committee (ECEBKTC) subcommittee, composed of the Co-chairs, a representative from the UNC General Administration, and a representative from the NCCCS. • The student must submit the appeal to the subcommittee within 15 days of the receipt of the Provost’s decision. The appeal to the ECEBKTC subcommittee should be sent to:

UNC-GA Early Childhood Education Birth to Kindergarten Transfer Committee Member ECAA Appeal PO Box 2688 Chapel Hill, NC 27515

If a consensus is reached by the subcommittee, the student will be notified within 15 business days. If a consensus resolution is not reached, the appeal will be forwarded by the subcommittee to the full ECEBKTC within 10 business days. The ECEBKTC will review the appeal and notify the student of the final decision within 10 business days of receiving the appeal.

15 SBCC 03/16/2018 Attachment PROG 08A

Appendix A Participating Programs (as of Academic Year 2018-2019)

NCCCS Associate in Applied Science in Early Childhood Education (A55220) All 58 NCCCS Community Colleges

UNC System ECE to Bachelor in Birth-Kindergarten Teaching licensure option: 1. Appalachian State University 2. East Carolina University 3. Elizabeth City State University 4. Fayetteville State University 5. North Carolina Agricultural and Technical University 6. North Carolina Central University 7. University of North Carolina Charlotte 8. University of North Carolina Greensboro 9. University of North Carolina Pembroke 10. University of North Carolina Wilmington 11. Western Carolina University 12. Winston- Salem State University

UNC System Bachelor in Early Childhood Non-teaching licensure option, with corresponding Bachelor Degree title: 1. East Carolina University: Family and Community Services, Child Development Concentration 2. Elizabeth City State University: Child, Family and Community 3. Fayetteville State University: Birth-Kindergarten Non-Teaching 4. North Carolina Agricultural and Technical University: Child Development and Family Studies 5. North Carolina Central University: Family Consumer Sciences, Child Development and Family Relations Concentration 6. University of North Carolina Greensboro: Early Care and Education 7. Western Carolina University: Early Childhood 8. Winston-Salem State University: Early Intervention and Preschool Concentration or Business Optional Concentration

16 SBCC 03/16/2018 Attachment PROG 08A

Appendix B Block Degree Plan Transfer Course List (60 Total credit hours applied to Bachelor Degree Program)

General Education BLOCK 1 (15 course credit hours): Consists of general education courses that are taken as part of all North Carolina AAS early education programs. The courses are: Course Category Transferable courses Credit Hours Communication COM 231 and ENG 111 6

Humanities/Fine Arts ART 111, 114, 115 3 MUS 110, 112 PHI 215, 240 Math MAT 143 3

Social/Behavioral PSY 150 3

BLOCK 2 (14 course credit hours): Consists of additional university general education requirements that are not part of AAS degree but are required to earn a Bachelor degree in Birth-Kindergarten (B-K) teaching licensure program and non-teaching licensure Early Childhood related Bachelor degree programs.

Course Category Transferable courses Credit Hours English Composition ENG 112 or ENG 114 3 Social/Behavioral ECO 251, 252 3 HIS 111, 112, 131, 132 POL 120, SOC 210 Biological Science BIO 110 or 111 4 Natural Science AST 111 and 111A, 151 and 151A 4 CHM 151, GEL 111, PHY 110 and 110 A

29 Total Hours of General Education

17 SBCC 03/16/2018 Attachment PROG 08A

Early Childhood Competencies BLOCK 3 (31 course credit hours) for Birth-Kindergarten Licensure Transfer: Consists of AAS Early Education Major Hours required as part of the AAS degree that will be applied to the Bachelor in Birth-Kindergarten Teaching Licensure track option. These courses are: Course Category Transferable courses Credit Hours Child, Family and Community/ EDU 131 3 Diverse Worlds Child Development 1 & 2 EDU 144 & 145 or 6 PSY 244 & 245 Guiding Children’s Behavior/Child EDU 146 3 as Teacher/Parent Child Interaction Health, Safety and Nutrition EDU 153 3 Foundations of American Education EDU 216 3 Children with Exceptionalities EDU 221 3 Infant and Toddler Curriculum EDU 234 3 Praxis Preparation & Transfer EDU 250 or if Praxis 3* Planning requirements have been met by SAT/ACT, any other EDU course to get to 60 transferable hours Capstone Practicum EDU 284 4 *(Course Revision Pending CCRC action in May 2018; available Spring 2019) 60 Total hours (Block 1+ 2+ 3= 60 hrs) OR BLOCK 4 (31 course credit hours): Early Education Non-Teaching Licensure Transfer: Consists of other AAS Early Education Major Hours that will be applied to related Bachelor in Early Education Non-teaching licensure transfer option. Students would not complete BLOCK 3 but instead will complete Block 4 with BLOCK 1, 2. These courses are: Course Category Transferable courses Credits Child, Family and Community/ EDU 131 3 Diverse Worlds/ Child Development 1 & 2 EDU 144 & 145 or 6 PSY 244 & 245 Guiding Children’s Behavior/Child EDU 146 3 as Teacher/Parent Child Interaction Health, Safety and Nutrition EDU 153 3 Children with Exceptionalities EDU 221 3 Infant and Toddler Curriculum EDU 234 3 Early Childhood Administration 1 EDU 261 3 Early Childhood Administration 2 EDU 262 3 Capstone Practicum EDU 284 4 60 Total Hours (Block 1+ 2+ 4= 60 hrs)

18 SBCC 03/16/2018 Attachment PROG 08A

BLOCK 5: Remaining hours to get to 120 total degree credit hours or specified total credit hours by UNC system institution.

Consists of university-based courses that are taken at the UNC system institution, as a part of the B-K Bachelor degree teaching licensure program or for Transfer/Non-Licensure early education related bachelor program, see Appendix A for participating schools for both programs.

19 SBCC 03/16/2018 Attachment PROG 08A

Appendix C Proposed

Associate in Applied Science in Early Childhood Education Curriculum Standard

Career Cluster: Education and Training** Cluster Description: Planning, managing, and providing education and training services, and related learning support services.

Pathway: Teaching/Training Effective Term: Fall 2018 (2018*03) Program Majors Under Pathway Program Major / Classification of Instructional Programs (CIP) Code Credential Level(s) Program Major Offered Code Early Childhood Education CIP Code 13.1210 AAS/Diploma/Certificate A55220 Curriculum Description The Early Childhood Education curriculum prepares individuals to work with children from birth through eight in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers.

Coursework includes child growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with families and children. Students will foster the cognitive/language, physical/motor, social/emotional, and creative development of young children.

Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings. Employment opportunities include child development and child care programs, preschools, public and private schools, recreational centers, Head Start Programs, and school-age programs.

Program Major Description: The following 4th paragraph is used in conjunction with the first three paragraphs of the pathway description above for documentation used to identify the Program Major:

Early Childhood Education: A program that prepares individuals to promote child development and learning, work with diverse families and children, observe, document and assess to support young children and families, use content knowledge to build meaningful curriculum, and use developmentally effective approaches in collaboration with other early childhood professionals. Potential coursework includes instruction in all areas of child development such as emotional/social/health/physical/language/communication, approaches to play and learning, working with diverse families, and related observations/student teaching experiences. *Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic use of computers.

20 SBCC 03/16/2018 Attachment PROG 08A

I. General Education Academic Core Curriculum Requirements for associate degree, diploma, and certificate programs in accordance with 1D SBCCC 400.97(3): Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs. Teaching/Training: Early Childhood Education Recommended General Education Academic Core AAS Diploma Certificate Minimum General Education Hours Required: 15 SHC 6 SHC 0 SHC

Courses listed below are recommended general education courses for this curriculum standard. Colleges may choose to include additional or alternative gen education courses to meet local curriculum needs.

Communication: 6 SHC 3-6 SHC Optional COM 231 Public Speaking U 3 SHC ENG 111 Writing and Inquiry U 3 SHC

Humanities/Fine Arts: ART 111 Art Appreciation U 3 SHC 3 SHC 0-3 SHC Optional ART 114 Art History Survey I U 3 SHC ART 115 Art History Survey II U 3 SHC MUS 110 Music Appreciation U 3 SHC MUS 112 Introduction to Jazz U 3 SHC PHI 215 Philosophical Issues U 3 SHC PHI 240 Introduction to Ethics U 3 SHC

Social /Behavioral Sciences:

PSY 150 General Psychology U 3 SHC

3 SHC 0-3 SHC Optional Natural Sciences/Mathematics: MAT 143 Quantitative Literacy U 3 SHC

U indicates a Universal General Education Transfer Component (UGETC) course included in the Comprehensive Articulation Agreement. UGETC courses are guaranteed to transfer to any of the sixteen University of North Carolina senior institutions as equivalent credit within defined distribution limits.

Additional General Education for Transfer Specialty Areas 14 SHC 3 SHC 0-3 SHC Optional (Block 2 of Articulation Agreement)

English Composition (Select 1)

ENG 112 Writing/Research in the Disc U 3 SHC ENG 114 Prof Research & Reporting 3 SHC

Social/Behavioral Science (Select 1) ECO 251 Prin of Microeconomics U 3 SHC ECO 252 Prin of Macroeconomics U 3 SHC HIS 111 World Civilizations I U 3 SHC HIS 112 World Civilizations II U 3 SHC HIS 131 American History I U 3 SHC HIS 132 American History II U 3 SHC

21 SBCC 03/16/2018 Attachment PROG 08A

POL 120 American Government U 3 SHC SOC 210 Introduction to Sociology U 3 SHC

Biological Science (Select 1) BIO 110 Principles of Biology U 4 SHC BIO 111 General Biology I U 4 SHC

Natural Science (Select 1) AST 111 Descriptive Astronomy & Lab (AST 111A) U 4 SHC AST 151 General Astronomy & Lab (AST 151A) U 4 SHC CHM 151 General Chemistry I U 4 SHC GEL 111 Introductory Geology U 4 SHC PHY 110 Conceptual Physics & Lab (PHY 110A) 4 SHC

Refer to Blocks 1 and 2 of the Block Degree Plan for more information about required General Education in the proposed Early Childhood Education Statewide Articulation Agreement.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. Below is a description of each section under Major Hours.

A. Technical Core. The technical core is comprised of specific courses which are required for all Program Majors under this Curriculum Standard. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the curriculum core courses or core subject area of the AAS program. B. Program Major(s). The Program Major must include a minimum of 12 semester hour credits from required subjects and/or courses. The Program Major is in addition to the technical core. C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from each prefix listed, with the exception of prefixes listed in the core. Teaching/Training: Early Childhood Education AAS Diploma Certificate Minimum Major Hours Required: 49 SHC 30 SHC 12 SHC A. TECHNICAL CORE Courses required for the diploma are designated with * 35 - 41 SHC 25 SHC Required Courses: * EDU 119 Intro to Early Child Education 4 SHC * EDU 131 Child, Family, & Community 3 SHC * EDU 146 Child Guidance 3 SHC * EDU 151 Creative Activities 3 SHC * EDU 153 Health, Safety & Nutrition 3 SHC * EDU 221 Children with Exceptional 3 SHC EDU 234 Infants, Toddlers & Twos 3 SHC EDU 280 Language & Literacy Experiences 3 SHC EDU 284 Early Child Capstone Practicum 4 SHC

*Child Development. Select one set: EDU 144 Child Development I 3 SHC & EDU 145 Child Development II 3 SHC OR

22 SBCC 03/16/2018 Attachment PROG 08A

PSY 244 Child Development I 3 SHC & PSY 245 Child Development II 3 SHC

B. Specialty Area: Required Specialty Subject Areas for students pursuing early childhood education birth to kindergarten transfer per the Early Childhood Articulation Agreement (ECAA); Not required for non-transfer students.

Select one specialty area:

1. Birth to Kindergarten (B-K) Licensure Transfer

EDU 216 Foundations of Education (4) 3 SHC** EDU 250 Praxis Preparation (New Name TBD)* (1) 3 SHC**

**Courses pending CCRC action May 2018**

*If Praxis requirement is met by ACT/SAT scores, take any 3 SHC EDU course.

2. Early Education Non-Teaching Licensure Transfer

EDU 261 Early Childhood Admin I 3 SHC EDU 262 Early Childhood Admin II 3 SHC

Refer to Blocks 3 and 4 of Block Degree Plan for more information about required EDU courses in the proposed Early Childhood Education Statewide Articulation Agreement.

C. OTHER MAJOR HOURS The remaining other major hours may be chosen from the following prefixes: ACC, ANT, ART, ASL, AST, BIO, BUS, CHM, CIS, COM, CSC, CTS, DAN, DBA, DRA, ECO, EDU, ENG, FRE, GEO, GER, HEA, HIS, HUM, MUS, OST, PED, PHI, PHS, POL, PSY, REL, SCI, SOC, SPA, WBL, and WEB Up to two semester hour credits may be selected from ACA. Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS and SPA. III. Other Required Hours A college may include courses to meet graduation or local employer requirements in a certificate (0-1 SHC), diploma (0-4 SHC), or an associate in applied science (0-7 SHC) program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

IV. Employability Competencies Fundamental competencies that address soft skills vital to employability, personal, and professional success are listed below. Colleges are encouraged to integrate these competencies into the curriculum by embedding appropriate student learning outcomes into one or more courses or through alternative methods.

A. Interpersonal Skills and Teamwork – The ability to work effectively with others, especially to analyze situations, establish priorities, and apply resources for solving problems or accomplishing tasks. 23 SBCC 03/16/2018 Attachment PROG 08A

B. Communication – The ability to effectively exchange ideas and information with others through oral, written, or visual means.

C. Integrity and Professionalism – Workplace behaviors that relate to ethical standards, honesty, fairness, respect, responsibility, self-control, criticism and demeanor.

D. Problem-solving – The ability to identify problems and potential causes while developing and implementing practical action plans for solutions.

E. Initiative and Dependability – Workplace behaviors that relate to seeking out new responsibilities, establishing and meeting goals, completing tasks, following directions, complying with rules, and consistent reliability.

F. Information processing – The ability to acquire, evaluate, organize, manage, and interpret information.

G. Adaptability and Lifelong Learning – The ability to learn and apply new knowledge and skills and adapt to changing technologies, methods, processes, work environments, organizational structures and management practices.

H. Entrepreneurship – The knowledge and skills necessary to create opportunities and develop as an employee or self- employed business owner.

*An Employability Skills Resource Toolkit has been developed by NC-NET for the competencies listed above. Additional information is located at: http://www.nc-net.info/employability.php

**The North Carolina Career Clusters Guide was developed by the North Carolina Department of Public Instruction and the North Carolina Community College system to link the academic and Career and Technical Education programs at the secondary and postsecondary levels to increase student achievement. Additional information about Career Clusters is located at: http://www.nc-net.info/NC_career_clusters_guide.php or http://www.careertech.org.

Summary of Required Semester Hour Credits (SHC) for each credential:

AAS Diploma Certificate

Minimum General Education Hours 15 6 0

Minimum Major Hours 49 30 12

Other Required Hours 0-7 0-4 0-1

Total Semester Hours Credit (SHC) 64-76 36-48 12-18

Approved by the State Board of Community Colleges on November 13, 1996; Revised 09/26/00; SBCC Revised 05/17/02. SBCC Revised 05/21/04; Revised 06/19/06; Revised 11/15/06; SBCC Revised July 20, 2007; SBCC Revised 09/21/07; Revised 06/11/08; SBCC Revised 11/21/08, Corrected 02/04/09; CRC Revised-Electronic Only 03/26/09; SBCC Template Revised 10/17/08; Editorial Revision 12/19/12; CRC Revised—Electronic Only 05/29/13; Editorial Correction 06/14/13; SBCC Revised 11/15/13; SBCC Revised 04/15/16; SBCC Revised XX/XX/XXXX

24 SBCC 03/16/2018 Attachment PROG 09

STATE BOARD OF COMMUNITY COLLEGES Additions To Special Curriculum Program Application List Construction Technologies North Carolina Community College System Office

Request: The North Carolina Community College System Office requests that the following curriculum program titles be added to the Special Application list:

• Air Conditioning, Heating, and Refrigeration Technology (A35100) (35 approved colleges) • Building Construction Technology (A35140) (8 approved colleges) • Carpentry (Diploma)(D35180) (14 approved colleges) • Construction Management Technology (A35190) (7 approved colleges) • Electrical Systems Technology (A35130) (39 approved colleges) • Masonry (Diploma) (D35280) (2 approved colleges) • Plumbing (Diploma) (D35300) (7 approved colleges) • Geomatics Technology (Surveying) (A40420) (9 approved colleges)

Welding Technology (A50420) is currently available through the Special Application process and fifty- five colleges are approved to offer the program. Welders are also in demand in construction and construction-related industries.

Strategic Plan Reference(s): Theme: Economic and Workforce Impact Goal 3: Ensure the educational pipeline prepares a workforce possessing the interest, knowledge, skills, and abilities to meet the needs of employers, now and into the future. • Objective 3.1.1. Identify and engage employers and relevant sources of data to determine high- demand occupations, program demand within the current labor market, and expected occupational earnings. • Objective 3.2.2. Articulate pathways for educational and professional growth within key industries through employer engagement.

Background: The State Board delegates to the President of the North Carolina Community College System the authority to grant a college the approval to award the associate degree, diploma, or certificate for program titles that have been approved for this delegation by the State Board of Community Colleges based upon a widespread immediate need for the job training and minimal impact upon other colleges. (1D SBCCC 400.6 (a)(4))

The Special Application process is an abbreviated program application process which requires that the college submit the following items for staff’s review and endorsement prior to the President’s approval of the application:

1) Local Certification (accompanied by a copy of the minutes from the Board of Trustees meeting(s) where the proposed program was discussed and approved) 2) Proposed Program of Study 3) Impact Assessment Form(s) from colleges approved to offer the same or similar health science program which has a clinical component and

SBCC 03/16/2018 Attachment PROG 09

4) Three Year Accountability Report (must be submitted three years after program implementation)

Rationale: During several Council of Association for Engagement meetings held over the past several months, construction company and association representatives voiced their frustration over inability to fulfill employment needs which has resulted in delays in projects, loss production, loss revenues, and dissatisfied customers. They formally sought out assistance from the NCCCS to help mitigate these issues. Addition of construction-related program titles to the Special Application List will allow colleges to more quickly and easily establish curriculum programs in the needed program areas.

Construction programs are essential to North Carolina’s economy and provide diverse educational pathways leading to excellent employment opportunities for students across broad construction industries. This is supported by the following:

• North Carolina’s population continues its upward growth, recently passing the 10M mark. U.S. Census data suggests positive population growth through 2035, thereby requiring new construction to house the growing population and additional businesses to be constructed to support an expanding economy. • Construction companies have experienced great difficulty locating and retaining qualified individuals to support their industry. The Department of Labor projected the following demand for additional employees in North Carolina within the Architecture and Construction Career Cluster for 2014-24 as follows:

4,990 Construction Laborers 4,470 First-Line Supervisors of Construction Trades and Extraction Workers 4,410 Carpenters 2,480 Electricians 1,970 Heating, Air Conditioning, and Refrigeration Mechanics and Installers 1,550 Electrical Power-Line Installers and Repairers 1,520 Construction Managers 1,470 Operating Engineers and Other Construction Equipment Operators 1,360 Painters, Construction and Maintenance 1,330 Plumbers, Pipefitters, and Steamfitters 1,120 Cement Masons and Concrete Finishers

• Most of the jobs listed above fall under “bright outlook” careers by the U.S. Department of Labor’s Employment and Training Administration. • Individuals find employment within the construction industry with different levels of skills which may be provided through various pathways (continuing education, college and career readiness, basic skills plus, work-based learning, and curriculum certificates, diplomas and associate degrees). These various academic award levels may be supplemented with specific, industry-recognized credentials. • Construction is also well suited for Registered Apprenticeship which is expanding in North Carolina and requires related academic instruction.

Contact(s): Wesley Beddard Associate Vice President Programs Dr. Frank Scuiletti Program Coordinator SBCC 03/16/2018 Attachment PROG 10

STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

The State Board is asked to approve revisions to the following curriculum standard:

North Carolina Community College System Early Childhood Education (A55220)

Central Piedmont Community College Ophthalmic Medical Assistant (Diploma)(D45100)

Gaston College Dietetic Technician (A45310)

Pitt Community College Medical Dosimetry (Diploma) (D45450)

SBCC 03/16/2018 Attachment PROG 10A

STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision Early Childhood Education (A55220)

Request: The State Board of Community Colleges is asked to approve the request to revise the Early Childhood Education (A55220) curriculum standard with an effective term of Fall 2018.

Strategic Plan Reference(s): Theme: Clear and Supported Pathways for Student Progress and Success Goal 2: Provide a continuum of education, training advising, and support to help learners make informed decisions that lead to credentials and careers.

• Objective 2.3. Increase completion of credentials for successful transition to careers and/or further education. o Strategy 2.3.1: Simplify and streamline processes from entry through completion/ transfer, effectively incorporating multiple on and off ramps.

Proposed Revisions:

• Revise current curriculum standard to align with the early childhood statewide articulation agreement. o Inclusion of specific suggested general education/UGETC courses o Addition of new transfer specialty areas – licensure and non-licensure

Rationale: The revision includes the listing of recommended General Education/UGETC courses which are included in the statewide early childhood articulation agreement. Additionally, two specialty areas have been added to the curriculum standard which list the specific courses for transfer for either a licensure or non-licensure early childhood education bachelor degree.

With these revisions, early childhood education students will have three options: AAS non-transfer, AAS licensure transfer, and AAS non-licensure transfer. Students who do not want to pursue a bachelor degree can complete the AAS traditional program and directly enter the workforce. Students who wish to pursue a bachelor degree in Birth to Kindergarten (B-K) licensure or early education non-licensure will complete the additional general education courses and one of the two specialty areas as part of their AAS degree as outlined in the Block Degree Plan in the articulation agreement.

SBCC 03/16/2018 Attachment PROG 10A

Vote Results: Colleges approved to offer the program: 58 Colleges in favor of recommendations: 55 Colleges opposed to recommendations: 3

Opposing colleges expressed concern about the fall 2018 implementation deadline which is legislatively mandated. Additionally, colleges expressed concerns related to student advising, pathway flexibility and course revisions that will be made prior to the agreement implementation in fall 2018.

Contact(s): Dr. Lisa Eads Program Coordinator

SBCC 03/16/2018 Attachment PROG 10A

Proposed Curriculum Standard for Teaching/Training: Early Childhood Education

Career Cluster: Education and Training** Cluster Description: Planning, managing, and providing education and training services, and related learning support services. Pathway: Teaching/Training Effective Term: Spring 2017 (2017*01) Fall 2018 (2018*03) Program Majors Under Pathway Program Major/Classification of Instruction Programs (CIP) Credential Level(s) Program Major Code Offered Code

Early Childhood Education CIP Code 13.1210 AAS/Diploma/Certificate A55220

Pathway Description The Early Childhood Education curriculum prepares individuals to work with children from birth through eight in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers. Course work includes child growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with families and children. Students will foster the cognitive/language, physical/motor, social/emotional, and creative development of young children.

Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings. Employment opportunities include child development and child care programs, preschools, public and private schools, recreational centers, Head Start Programs, and school-age programs.

Program Major Description: The following 4th paragraphs is used in conjunction with the first three paragraphs of the pathway description above for documentation used to identify the Program Major:

Early Childhood Education: A program that prepares individuals to promote child development and learning, work with diverse families and children, observe, document and assess to support young children and families, use content knowledge to build meaningful curriculum, and use developmentally effective approaches in collaboration with other early childhood professionals. Potential course work includes instruction in all areas of child development such as emotional/social/health/physical/language/communication, approaches to play and learning, working with diverse families, and related observations/student teaching experiences.

SBCC 03/16/2018 Attachment PROG 10A

I. General Education Academic Core Curriculum Requirements for associate degree, diploma, and certificate programs in accordance with 1D SBCCC 400.97(3): Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs. Teaching/Training: Early Childhood Education Recommended General Education Academic Core AAS Diploma Certificate Minimum General Education Hours Required: 15 6 SHC 0 SHC SHC Courses listed below are recommended general education courses for this curriculum standard. Colleges may choose to include additional or alternative general education courses to meet local curriculum needs. Communication: COM 231 Public Speaking U 3 SHC 6 SHC 3-6 SHC Optional ENG 111 Writing and Inquiry U 3 SHC ENG 112 Writing/Research in the Disc U 3 SHC

Humanities/Fine Arts: ART 111 Art Appreciation U 3 SHC ART 114 Art History Survey I U 3 SHC 3 SHC 0-3 SHC Optional ART 115 Art History Survey II U 3 SHC ENG 231 American Literature I U 3 SHC ENG 232 American Literature II U 3 SHC MUS 110 Music Appreciation U 3 SHC MUS 112 Introduction to Jazz U 3 SHC PHI 215 Philosophical Issues U 3 SHC PHI 240 Introduction to Ethics U 3 SHC

Social /Behavioral Sciences: ECO 251 Prin of Microeconomics U 3 SHC ECO 252 Prin of Macroeconomics U 3 SHC HIS 111 World Civilizations I U 3 SHC HIS 112 World Civilizations II U 3 SHC 3 SHC 0-3 SHC Optional HIS 131 American History I U 3 SHC HIS 132 American History II U 2 SHC POL 120 American Government U 3 SHC PSY 150 General Psychology U 3 SHC SOC 210 Introduction to Sociology U 3 SHC

Natural Sciences/Mathematics: AST 111 Descriptive Astronomy U 3 SHC AST 111A Descriptive Astronomy Lab U 1 SHC AST 151 General Astronomy I U 3 SHC AST 151A General Astronomy I Lab U 1 SHC BIO 110 Principles of Biology U 4 SHC 3 SHC 0-3 SHC Optional BIO 111 General Biology I U 4 SHC BIO 112 General Biology II U 4 SHC CHM 151 General Chemistry I U 4 SHC CHM 152 General Chemistry II U 4 SHC GEL 111 Introductory Geology U 4 SHC MAT 143 Quantitative Literacy U 3 SHC MAT 152 Statistical Methods I U 4 SHC MAT 171 Precalculus Algebra U 4 SHC MAT 172 Precalculus Trigonometry U 4 SHC

SBCC 03/16/2018 Attachment PROG 10A

MAT 263 Brief Calculus U 4 SHC MAT 271 Calculus I U 4 SHC PHY 110 Conceptual Physics U 3 SHC PHY 110A Conceptual Physics Lab U 1 SHC PHY 151 College Physics I U 4 SHC PHY 152 College Physics II U 4 SHC PHY 251 General Physics I U 4 SHC PHY 252 General Physics II U 4 SHC

U indicates a Universal General Education Transfer Component (UGETC) course included in the Comprehensive Articulation Agreement. UGETC courses are guaranteed to transfer to any of the sixteen University of North Carolina senior institutions as equivalent credit within defined distribution limits.

Additional General Education for Transfer Specialty Areas 14 SHC (Block 2 of Articulation) English Composition (Select 1) ENG 112 Writing/Research in the Disc U 3 SHC ENG 114 Prof Research & Reporting 3 SHC

Social/Behavioral Science (Select 1) ECO 251 Prin of Microeconomics U 3 SHC ECO 252 Prin of Macroeconomics U 3 SHC HIS 111 World Civilizations I U 3 SHC HIS 112 World Civilizations II U 3 SHC HIS 131 American History I U 3 SHC HIS 132 American History II U 3 SHC POL 120 American Government U 3 SHC SOC 210 Introduction to Sociology U 3 SHC

Biological Science (Select 1) BIO 110 Principles of Biology U 4 SHC BIO 111 General Biology I U 4 SHC

Natural Science (Select 1) AST 111 Descriptive Astronomy & Lab (AST 111A) U 4 SHC AST 151 General Astronomy & Lab (AST 151A) U 4 SHC CHM 151 General Chemistry I U 4 SHC GEL 111 Introductory Geology U 4 SHC PHY 110 Conceptual Physics & Lab (PHY 110A) 4 SHC

Refer to Blocks 1 and 2 of the Block Degree Plan for more information about required General Education in the proposed Early Childhood Education Statewide Articulation Agreement.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. Below is a description of each section under Major Hours.

A. Technical Core. The technical core is comprised of specific courses which are required for all Program Majors under this Curriculum Standard. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the curriculum core courses or core subject area of the AAS program. SBCC 03/16/2018 Attachment PROG 10A

B. Program Major(s). The Program Major must include a minimum of 12 semester hour credits from required subjects and/or courses. The Program Major is in addition to the technical core. C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from each prefix listed, with the exception of prefixes listed in the core.

Teaching/Training: Early Childhood Education AAS Diploma Certificate Minimum Major Hours Required: 49 SHC 30 SHC 12 SHC A. TECHNICAL CORE Courses required for the diploma are designated with * 35-41 25 SHC * EDU 119 Intro to Early Child Education 4 SHC SHC * EDU 131 Child, Family, & Community 3 SHC * EDU 146 Child Guidance 3 SHC * EDU 151 Creative Activities 3 SHC * EDU 153 Health, Safety & Nutrition 3 SHC * EDU 221 Children with Exceptional 3 SHC EDU 234 Infants, Toddlers & Twos 3 SHC EDU 280 Language & Literacy Experiences 3 SHC EDU 284 Early Child Capstone Practicum 4 SHC

B. Program Major: *Child Development. Select one set: EDU 144 Child Development I 3 SHC & EDU 145 Child Development II 3 SHC OR PSY 244 Child Development I 3 SHC & PSY 245 Child Development II 3 SHC

B. Transfer Specialty Area: Required Specialty Subject Areas for students pursuing early childhood education birth to kindergarten transfer per the Early Childhood Articulation Agreement (ECAA); Not required for non-transfer students.

Select one specialty area:

1. Birth to Kindergarten (B-K) Licensure Transfer

EDU 216 Foundations of Education (4) 3 SHC** EDU 250 Praxis Preparation (New Name TBD)* (1) 3 SHC**

**Course revisions pending May CCRC action**

*If Praxis requirement is met by ACT/SAT scores, take any 3 SHC EDU course.

2. Early Education Non-Teaching Licensure Transfer

EDU 261 Early Childhood Admin I 3 SHC EDU 262 Early Childhood Admin II 3 SHC

Refer to Blocks 3 and 4 of Block Degree Plan for more information about required EDU courses in the proposed Early Childhood Education Statewide Articulation Agreement.

SBCC 03/16/2018 Attachment PROG 10A

C. OTHER MAJOR HOURS The remaining other major hours may be chosen from the following prefixes: ACC, ANT, ART, ASL, AST, BIO, BUS, CHM, CIS, COM, CSC, CTS, DAN, DBA, DRA, ECO, EDU, ENG, FRE, GEO, GER, HEA, HIS, HUM, MUS, OST, PED, PHI, PHS, POL, PSY, REL, SCI, SOC, SPA, WBL, and WEB Up to two semester hour credits may be selected from ACA. Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS and SPA. III. Other Required Hours A college may include courses to meet graduation or local employer requirements in a certificate (0-1 SHC), diploma (0-4 SHC), or an associate in applied science (0-7 SHC) program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

IV. Employability Competencies Fundamental competencies that address soft skills vital to employability, personal, and professional success are listed below. Colleges are encouraged to integrate these competencies into the curriculum by embedding appropriate student learning outcomes into one or more courses or through alternative methods.

A. Interpersonal Skills and Teamwork – The ability to work effectively with others, especially to analyze situations, establish priorities, and apply resources for solving problems or accomplishing tasks.

B. Communication – The ability to effectively exchange ideas and information with others through oral, written, or visual means.

C. Integrity and Professionalism – Workplace behaviors that relate to ethical standards, honesty, fairness, respect, responsibility, self-control, criticism and demeanor.

D. Problem-solving – The ability to identify problems and potential causes while developing and implementing practical action plans for solutions.

E. Initiative and Dependability – Workplace behaviors that relate to seeking out new responsibilities, establishing and meeting goals, completing tasks, following directions, complying with rules, and consistent reliability.

F. Information processing – The ability to acquire, evaluate, organize, manage, and interpret information.

G. Adaptability and Lifelong Learning – The ability to learn and apply new knowledge and skills and adapt to changing technologies, methods, processes, work environments, organizational structures and management practices.

H. Entrepreneurship – The knowledge and skills necessary to create opportunities and develop as an employee or self-employed business owner.

*An Employability Skills Resource Toolkit has been developed by NC-NET for the competencies listed above. Additional information is located at: http://www.nc-net.info/employability.php

SBCC 03/16/2018 Attachment PROG 10A

**The North Carolina Career Clusters Guide was developed by the North Carolina Department of Public Instruction and the North Carolina Community College system to link the academic and Career and Technical Education programs at the secondary and postsecondary levels to increase student achievement. Additional information about Career Clusters is located at: http://www.nc- net.info/NC_career_clusters_guide.php or http://www.careertech.org.

Summary of Required Semester Hour Credits (SHC) for each credential: AAS Diploma Certificate Minimum General Education Hours 15 6 0 Minimum Major Hours 49 30 12 Other Required Hours 0-7 0-4 0-1 Total Semester Hours Credit (SHC) 64-76 36-48 12-18

Approved by the State Board of Community Colleges on November 13, 1996; Revised 09/26/00; SBCC Revised 05/17/02. SBCC Revised 05/21/04; Revised 06/19/06; Revised 11/15/06; SBCC Revised July 20, 2007; SBCC Revised 09/21/07; Revised 06/11/08; SBCC Revised 11/21/08, Corrected 02/04/09; CRC Revised-Electronic Only 03/26/09; SBCC Template Revised 10/17/08; Editorial Revision 12/19/12; CRC Revised—Electronic Only 05/29/13; Editorial Correction 06/14/13; SBCC Revised 11/15/13; SBCC Revised 04/15/16; SBCC Revised ______.

SBCC 03/16/2018 Attachment PROG 10B STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

Central Piedmont Community College Ophthalmic Medical Assistant (Diploma) (D45110)

Request: The State Board of Community Colleges is asked to approve Central Piedmont Community College’s request to revise the Ophthalmic Medical Assistant (Diploma) (D45110) curriculum standard with an effective term of Fall 2018.

Proposed Revisions:

• Change highest degree level allowable from diploma to associate in applied science.

• Revise the curriculum program title to Ophthalmic Medical Personnel.

• Revise the curriculum description.

• Add the following courses to the Core: OPH 217 Ophthalmic Clin Proc III OPH 219 Ophtha Optics and Refract II OPH 218 Adv Ophtha Patient Care OPH 220 Ophtha Med Assist Pract II

• Identify required courses for a diploma.

Colleges approved to offer the Ophthalmic Medical Assistant (Diploma) (D45510) program will automatically receive approval to offer the Ophthalmic Medical Personnel (A45xxx) program. Colleges may continue to offer only the certificate or diploma level if they prefer not to offer the associate in applied science degree.

Note: The proposed curriculum standard revision includes reflection of revised course requests approved by the Curriculum Course Review Committee (CCRC) on February 13, 2018. The revision of courses to the core will result in a change of core hours from 30 SHC to 28 SHC for the diploma program. The associate degree will contain 42 SHC in the core.

Rationale: The Ophthalmic Medical Assistant Program Directors recommend the curriculum revisions to enable students to sit for two credentialing exams. A graduate may be eligible to sit for the Certified Ophthalmic Medical Assistant exam when they complete the required courses for a diploma. A second credentialing exam, the Certified Ophthalmic Medical Technician exam, may be taken when students complete the four additional core courses required for the associate degree. The proposed revisions will allow graduates to receive stackable credentials.

Vote Results: Colleges approved to offer the program: 4 Colleges in favor of recommendations: 4

Contact(s): Renee Batts Associate Director SBCC 03/16/2018 Effective Term PROPOSED CURRICULUM STANDARD Spring 2014 (2014*01) Fall 2018 [2018*03]

Curriculum Program Title Ophthalmic Medical Assistant (Diploma) Program D45510 Code Ophthalmic Medical Personnel A45xxx Concentration (not applicable) CIP 51.1803 Code

Curriculum Description

The Ophthalmic Medical Personnel Assistant Program prepares individuals to perform ophthalmic procedures under the supervision of a licensed physician specializing in Ophthalmology. Course work includes lecture, laboratory, and clinical training in ocular measurements; ocular testing; lensometry; administering topical and oral medications; eye care; and caring for instruments.

Graduates are employed in medical institutions, clinics, or physician practices.

Graduates may qualify as candidates to take the Joint Commission on Allied Health Personnel, Ophthalmology National Certification Exam. Diploma graduates may be eligible for Certified Ophthalmic Medical Assistant certification and associate degree graduates may be eligible for Certified Ophthalmic Medical Technician certification.

Curriculum Requirements* [for associate degree, diploma, and certificate programs in accordance with 1 D SBCCC 400.10]

I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.)

III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

AAS Diploma Certificate Minimum General Education Hours 15 6 0 Minimum Major Hours 49 30 12 Other Required Hours 0-7 0-4 0-1 Total Semester Hours Credit (SHC) 64-76 36-48 12-18

*Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic use of computers.

Proposed Major Hours

A. Core. The subject/course core is comprised of subject areas and/or specific courses which are required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.

B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.

C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.

Ophthalmic Medical Assistant D45510 Ophthalmic Medical Personnel A45xxx AAS Diploma Certificate Minimum Major Hours Required 49 SHC 30 SHC 12 SHC A. CORE 42 SHC 30 SHC Courses required for the diploma are designated with * 28 SHC Required Courses: *OPH 103 113 Intro to Diseases of Eye 2 SHC *OPH 104 114 Basic Ophthalmic Pharma 2 SHC *OPH 105 115 Ophthalmic Clin Proc I 2 SHC *OPH 106 116 Ophthalmic Med. Asst. Pract. I 7 6 SHC *OPH 107 117 Ophthalmic Clin Proc II 2 SHC *OPH 108 118 Ophthalmic Patient Care 2 SHC *OPH 109 119 Ophthal. & Basic Refract 2 SHC *OPH 110 120 Ophta Med Asst Practicum II 7 6 SHC *OPH 150 Intro to Ophth Med Assist 2 SHC *OPH 151 Ocular Anat. & Physiology 2 SHC OPH 217 Ophthalmic Clin Proc III 2 SHC OPH 218 Adv Ophtha Patient Care 2 SHC OPH 219 Ophtha Optics and Refract II 2 SHC OPH 220 Ophtha Med Assist Pract III 8 SHC Required Subject Areas: None B. CONCENTRATION (Not applicable)

C. OTHER MAJOR HOURS

BIO, BUS, CIS, CSC, HEA, HSC, MED, OPH, PHY and WBL

Up to two semester hour credits may be selected from ACA.

Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS, and SPA.

Approved by the State Board of Community Colleges on May 21, 1999; Revised 04/05/00; SBCC Revised 05/17/02; SBCC Revised 09/21/07; CRC Revised 09/23/08; SBCC Template Revised 10/17/08; CRC Revised—Electronic Only 10/18/11; Editorial Revision 06/26/13; Editorial Revision 09/06/13; CRC Revised 11/07/13; Prefix Addition 08/01/15; SBCC Revised ______. Attachment PROG 10D STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

Gaston College Dietetic Technician (A45310)

Request: The State Board of Community Colleges is asked to approve Gaston College’s request to revise the Dietetic Technician (A45310) curriculum standard with an effective term of Fall 2018.

Proposed Revisions:

• Revise the curriculum program title to Nutrition and Dietetics Technician

• Revise the curriculum description to incorporate nutrition.

Please note, the changes in the program title will result in a change to the program code.

Rationale: The Academy of Nutrition and Dietetics’ Board of Directors revised the name of the credential to Nutrition and Dietetics Technician, Registered (NDTR).

Vote Results: Gaston College is the only college approved to offer the program.

Contact(s): Renee Batts Associate Director

SBCC 03/16/2018 Effective Term PROPOSED CURRICULUM STANDARD Fall 2016 Fall 2018 2016*03 2018*03

Curriculum Program Title Dietetic Technician Program A45310 Nutrition and Dietetics Technician Code A45xxx Concentration (not applicable) CIP 51.3104 Code

Curriculum Description The Nutrition and Dietetics Technician program prepares individuals to promote optimal health through proper nutrition by providing personalized services to meet client’s needs, and ensure balanced diets. Nutrition and Dietetics Technicians work under the supervision of a registered, licensed dietician.

Course work includes content related to food, nutrition, communication, and management. The physical, biological, behavioral, and social sciences support these areas.

Employment opportunities include childcare centers, hospitals, correctional centers, public health agencies, retirement centers, rehabilitation centers, hospices, clinics, nursing homes, home care programs, or medical offices.

Curriculum Requirements* [for associate degree, diploma, and certificate programs in accordance with 1D SBCCC 400.97(3)]

I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.)

III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

AAS Diploma Certificate Minimum General Education Hours 15 6 0 Minimum Major Hours 49 30 12 Other Required Hours 0-7 0-4 0-1 Total Semester Hours Credit (SHC) 64-76 36-48 12-18

*Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic use of computers. PROPOSED Major Hours [ref. 1D SBCCC 400.97 (3)]

A. Core. The subject/course core is comprised of subject areas and/or specific courses which are required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.

B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.

C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.

Nutrition and Dietetics Technician A45310 A45xxx AAS Diploma Certificate Minimum Major Hours Required 49 SHC 30 SHC 12 SHC A. CORE 46 SHC NR

Required Courses: BIO 275 Microbiology 4 SHC CHM 130 Gen, Org, & Biochemistry 3 SHC CHM 130A Gen, Org, & Biochemistry Lab 1 SHC CUL 110 Sanitation & Safety 2 SHC DET 112 Introduction to Nutrition 3 SHC DET 113 Basic Food Science 3 SHC DET 114 Supervised Practice I 2 SHC DET 116 Food Mgt Sys & Nutr Concepts 3 SHC DET 117 Foodservice Management Systems 5 SHC DET 118 Supervised Practice II 4 SHC DET 221 Nutr Asses & Skill Develop 3 SHC DET 222 Nutr Counseling & Education 3 SHC DET 224 Supervised Practice III 2 SHC DET 225 Profession of Dietetics 2 SHC DET 226 Medical Nutrition Therapy 3 SHC DET 227 Dietetics Overview 1 SHC DET 228 Supervised Practice IV 2 SHC

Required Subject Areas: None B. CONCENTRATION (Not applicable)

C. OTHER MAJOR HOURS

BIO, CHM, CIS, CUL, DET, ENG, HEA, MAT, MED, NUT, PED, PSF, PSY, SOC, and WBL.

Up to two semester hour credits may be selected from ACA.

Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS and SPA.

Approved by the State Board of Community Colleges on February 19, 1999; Revised 04/21/99; Corrected 01/13/00; SBCC Revised 09/15/00, 11/17/00; SBCC Revised 05/17/02; SBCC Revised 09/21/07; SBCC Template Revised 10/17/08; CRC Revised-Electronic Only 09/22/09; CRC Revised - Electronic Only 02/29/12; SBCC Revised 11/15/13; Prefix Addition 08/01/15; SBCC Revised 02/19/16; SBCC Revised______. Attachment PROG 10F STATE BOARD OF COMMUNITY COLLEGES Curriculum Standard Revision

Pitt Community College Medical Dosimetry (Diploma)(D45450)

Request: The State Board of Community Colleges is asked to approve Pitt Community College’s request to revise the Medical Dosimetry (Diploma) (D45450) curriculum standard with an effective term of Fall 2018.

Proposed Revisions:

• Remove the following archived courses from the required core: DOS 240 Clinical Education I DOS 241 Clinical Education II DOS 242 Clinical Education III

• Add the following courses to the core: DOS 280 Clinical Education I DOS 281 Clinical Education II DOS 282 Clinical Education III DOS 283 Clinical Education IV DOS 284 Clinical Education V

The addition and deletion of courses to the core will result in a change of core hours from 41 SHC to 40 SHC for the diploma program.

Note: The proposed curriculum standard revision includes new, revised, and archived courses, which were presented to the Curriculum Review Committee (CRC) on February 13, 2018.

Rationale: Pitt Community College (PCC) is requesting the proposed changes to reorganize clinical hours in the program to provide students a more focused clinical experience, greater flexibility in scheduling, and increased opportunities for clinical placement.

Vote Results: Pitt Community College is the only college approved to offer the program.

Contact(s): Renee Batts Associate Director

SBCC 03/16/2018 Effective Term PROPOSED CURRICULUM STANDARD Fall 2016 2016*03 Fall 2018 2018*03 Curriculum Program Title Medical Dosimetry (Diploma) Program D45450 Code Concentration (not applicable) CIP 51.0907 Code Curriculum Description

The curriculum is designed to prepare ARRT certified radiation therapists to work in the care of cancer patients as medical dosimetrist. The curriculum provides instruction to enable the participant to become a member of the radiation oncology team.

The curriculum content includes specific coursework to provide classroom and direct clinical experience to train the student in the fundamentals of medical dosimetry practice using current technology, tools and techniques. Students will participate in studies related to the role of the medical dosimetrist and professional ethics, radiation oncology anatomy, treatment planning, dose calculations, clinical oncology, brachytherapy, dosimetry physics, radiation protection, quality assurance and computer applications.

Graduates of the program will be able to obtain employment as a medical dosimetrist and apply to the Medical Dosimetrist Certification Board (MDCB) to sit for a national certification.

Admission criteria include the completion of a bachelors degree.

Curriculum Requirements* [for associate degree, diploma, and certificate programs in accordance with 1D SBCCC 400.10]

I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs.

II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.)

III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

AAS Diploma Certificate Minimum General Education Hours 15 6 0 Minimum Major Hours 49 30 12 Other Required Hours 0-7 0-4 0-1 Total Semester Hours Credit (SHC) 64-76 36-48 12-18

*Within the degree program, the institution shall include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills, and basic use of computers.

Proposed Major Hours A. Core. The subject/course core is comprised of subject areas and/or specific courses which are required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.

B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.

C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work-based learning may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.

Medical Dosimetry (Diploma) (D45450) AAS Diploma Certificate Minimum Major Hours Required 49 SHC 30 SHC 12 SHC

A. CORE 41 SHC Required Courses: 40 SHC DOS 210 Introduction to Dosimetry 3 2 SHC DOS 220 Treatment Planning I 2 SHC DOS 221 Treatment Planning II 2 SHC DOS 230 Clinical Research Exper 2 SHC DOS 240 Clinical Education I 5 SHC DOS 241 Clinical Education II 8 SHC DOS 242 Clinical Education III 11 SHC DOS 243 Dosimetry Physics 2 SHC DOS 250 Dose Calculations 2 SHC DOS 260 Dosimetry Special Procedures 3 SHC DOS 270 Medical Dosimetry Capstone 2 SHC DOS 280 Clinical Education I 4 SHC DOS 281 Clinical Education II 4 SHC DOS 282 Clinical Education III 4 SHC DOS 283 Clinical Education IV 5 SHC DOS 284 Clinical Education V 5 SHC B. CONCENTRATION (Not applicable)

C. OTHER MAJOR HOURS To be selected from the following prefixes:

CIS, CSC, CTS, DOS, RAD, RTT, and WBL

Up to two semester hour credits may be selected from ACA.

Up to three semester hour credits may be selected from the following prefixes: ARA, ASL, CHI, FRE, GER, ITA, JPN, LAT, POR, RUS and SPA.

Approved by the State Board of Community Colleges on July 21, 2006; SBCC Revised 10/20/06; CRC Revised 03/21/07; SBCC Revised 09/21/07; SBCC Template Revised 10/17/08; CRC Revised – Electronic Only 02/10/11; SBCC Revised 01/20/12 ; SBCC Revised 08/16/12; CRC Revised—10/09/12; SBCC 07/19/13; CRC Revised—05/29/14; Prefix Addition 08/01/15; CRC Revised 02/25/16: SBCC Revised______

Attachment PROG 11

STATE BOARD OF COMMUNITY COLLEGES Curriculum Program Application Fast Track for Action [FTFA*]

Request: The State Board of Community Colleges is asked to approve the curriculum program at the listed college on the condition that equipment funds are available to the college and operating funds generated by the budget formula will permit the offering of these programs without any special allocation of funds.

Blue Ridge Community College Nurse Aide (Certificate) (C45840)

Background: Program applications must meet the following criteria in order to be placed on the Fast Track For Action (FTFA) program approval request presented to the State Board of Community Colleges as part of the consent agenda:

• The curriculum program title currently exists within the System and does not require the creation of a new program title and new curriculum standard; • The application is complete, requires no further analysis or documentation, and has the endorsement of Academic Programs; • There are no negative impact assessments from other colleges; and • The college does not go outside of its service area for planning purposes.

Contact(s): Jennifer Frazelle Director

SBCC 03/16/2018 Attachment PROG 11A

PROGRAM APPLICATION Summary Evaluation Report Blue Ridge Community College Nurse Aide (Certificate) (C45840)

Program Planning Blue Ridge Community College is seeking approval for the Nurse Aide (Certificate) (C45840) program to begin Fall 2018. The planning area is defined as the college’s service area of Henderson and Transylvania counties. All colleges were notified of the planning process for this program.

The proposed program was approved by the Board of Trustees at Blue Ridge Community College on January 8, 2018. Minutes from this Board meeting were attached to the program application. The President and the Board of Trustees of Blue Ridge Community College have certified the following:

• The proposed program will enhance the workforce of North Carolina, will provide educational and training opportunities consistent with the mission of the college, and will not duplicate the opportunities currently offered.

• They have assessed the need for the proposed program and the resources required to maintain a viable program and certify that the college can operate the proposed program efficiently and effectively within the resources available to the college.

• The college will complete a program accountability report including student success measures, enrollment trends, completion rates, and employment data three years after implementation of the program.

Strategic Plan Reference (s): Theme Economic and Workforce Impact Goal 3: Ensure the educational pipeline prepares a workforce possessing the interest, knowledge, skills, and abilities to meet the needs of employers, now and into the future. • Objective 3.1. Collaborate with stakeholders to promote a workforce system that fosters innovation and establishes seamless connections among community colleges, K-12 education, universities, workforce and economic development partners, and business and industry. o Strategy 3.1.2. Partner with high schools, universities, and workforce development entities and engage with employers and industry associations at the regional/local levels to identify workforce needs and establish educational and training programs collaboratively and comprehensively. • Objective 3.2. Offer relevant, high-quality instructional programs that meet the needs of business and industry for existing and future jobs.

SBCC 03/16/2018

Attachment PROG 11A

Program Rationale: Blue Ridge Community College (BRCC) indicates the following:

• Currently, BRCC offers Nurse Aide training through continuing education.

• BRCC’s Associate Degree Nursing program requires certification as a Nurse Aide I (CNA I) as part of the application eligibility criteria.

• The demand for nurse aides in the area has grown exponentially in the last few years. An increasing aging population will have more medical conditions which will require an increase in health care professionals. Research demonstrates a growing shortage of nurse aides both nationally and state-wide.

• Employment of nurse aides is expected to grow as the baby-boomer population ages. Between 2012 and 2022, the NC Commerce Occupational Outlook has projected a 33.5% increase in jobs for Nurse Aides, Psychiatric Aides and Home Health Aides.

• Henderson and Transylvania Public Schools systems are interested in the Nurse Aide program being available as a Career and College Promise pathway for their students. Letters of support for the program were submitted to BRCC by the Chief Academic Officer of the Transylvania County Schools and the Principal at Davidson River School.

• Once BRCC receives approval for the Nurse Aide certificate program, they plan on seeking approval for the Therapeutic and Diagnostic Services-Nurse Aide pathway. This pathway will provide an entry-level career pathway for credit students interested in a health science discipline, provide pre-health students not selected for entry into a health sciences associate degree an alternative educational pathway that can lead to employment, and enable NCC to develop a Career and College Promise (CCP) pathway for high school students.

Impact of the Proposed Program on Other Programs: Forty-four community colleges are approved to offer the Nurse Aide program. This program contains a clinical component; therefore, each college was provided with a program impact assessment from Blue Ridge Community College. All colleges approved to offer the program are in agreement with the impact assessment.

Implementation of Collaborative Plan: Not Applicable

Curriculum Design: The proposed program of study is in compliance with the State Board approved curriculum standard.

SBCC 03/16/2018

Attachment PROG 11A

Curriculum Description as Designated on Curriculum Standard The Nurse Aide curriculum prepares individuals to work under the supervision of licensed nursing professionals in performing nursing care and services for persons of all ages. Topics include growth and development, personal care, vital signs, communication, nutrition, medical asepsis, therapeutic activities, accident and fire safety, household environment and equipment management, family resources and services, and employment skills. Upon completion, the student may be eligible for listing as a Nurse Aide I and other selected Nurse Aide registries as determined by the local program of study.

Contact(s): Renee Batts Associate Director

SBCC 03/16/2018

Attachment PROG 12

STATE BOARD OF COMMUNITY COLLEGES Combined Course Library - Continuing Education

New Course Approvals, Modifications, and Tier Designations

Request: The State Board is asked to approve the following courses for placement in the Combined Course Library (CCL).

Strategic Plan Reference: Theme: Economic and Workforce Impact Goal 3: Ensure the educational pipeline prepares a workforce possessing the interest, knowledge, skills, and abilities to meet the needs of employers, now and into the future. • Objective 2: Offer relevant, high-quality instructional programs that meet the needs of business and industry for existing and future jobs.

Request for New Course 1 of 2 Requesting College or Agency: Alamance Community College

Recommended Program Tier Course ID Course Title Hours Area Designation DEN 3232 Community Dental Health 310 L30 – Health 3 Occupations Description: This course is designed to introduce practical and theoretical skills of community dental health to existing Dental Assistant II and Dental Hygienists for assisting in the reduction of dental health disparities. The course includes topics related to advocacy, intercultural communication, dental health finance coordination, documentation, reporting procedures, legal, and ethical issues. The course may include classroom and clinical experiences. Upon completion, students should be able to work under a dentist’s supervision, within the state dental practice acts, in clinics, schools, and other public health settings with people of various ethnic and cultural backgrounds; collect information to assist dentists in triaging patients; address social, environmental, and health literacy issues; provide dental health education and help patients develop goals to enhance their oral health; coordinate care in accordance with dentist’s instructions; help patients navigate the complexities of the health care system; provide limited clinical services, including: screenings, fluoride treatments, placement of sealants, coronal polishing, and radiographs.

Rationale: This course is proposed by Alamance Community College in response to local employer request for additional program content required for hospital positions and to align to industry certification opportunities. SBCC 03/16/2018 Attachment PROG 12

Additional Information: Colleges may utilize the curriculum from the American Dental Association for Community Dental Health Coordinator: https://www.ada.org/en/public-programs/action-for-dental- health/community-dental-health-coordinators/cdhc-education-and-training

Request for New Course 2 of 2 Requesting College or Agency: Randolph Community College Recommended Program Tier Course ID Course Title Hours Area Designation HEA 3200 Health and Wellness 120 L30 – Health 3 Coach Occupations Description: This course is designed to provide individuals the basic knowledge, tools, and resources to work under the supervision of licensed professionals supporting individuals to improve their personal health. Topics will include health and wellness coaching competencies in assessment, screening, and orientation; fundamental coaching skills; coaching approaches for individuals, businesses, and organizations; ethical and professional practice.

Rationale: • Local employers (including Randolph County Government) approached Randolph CC with a request for this course to fill a need for Health and Wellness Coaches in the county. • The Health Coach Certifications website states that there is an expected job growth nationally for this career of 13% between 2014 and 2024. According to MSI labor market data analysis there is an anticipated 4% growth regionally. • This course will prepare students to sit for the CCE Board Certified Coach exam.

Credentialing Information: Center for Credentialing & Education – Board Certified Coach http://www.cce-global.org/Credentialing/BCC/Exam

Contact(s): Margaret Roberton Associate Vice President Workforce Continuing Education

SBCC 03/16/2018 Attachment PROG 13

STATE BOARD OF COMMUNITY COLLEGES Captive/Co-Opted Groups

Request: The State Board is asked to approve the following to be offered to Captive/Co-opted groups as listed, to be offered to Captive/Co-opted Groups under current operating procedures, contingent upon availability of funds.

Continuing Education: Courses of Instruction • Catawba Valley Community College – Alexander Correctional Center o UPH-3000 Furniture Fundamentals ▪ (Furniture Fundamentals) o UPH-3100 Manual Cutting ▪ (Manual Cutting) o UPH-3101 Sewing ▪ (Sewing) o UPH-3102 Inside Upholstery ▪ (Inside Upholstery) o UPH-3106 Pattern Making ▪ (Pattern Making) o UPH-3107 Spring Up ▪ (Spring Up) o UPH-3108 Outside Upholstery ▪ (Outside Upholstery) o UPH-3110 Intro to Upholstery ▪ (Intro to Upholstery) o UPH-3161 Automated Cutting ▪ (Automated Cutting)

• Gaston College – Gaston Correctional o HOS-3072 Food Service Sanitation/Safety ▪ (Food Service Sanitation/Safety) o OSH-3012 OSHA Forklift Operator ▪ (OSHA Forklift Operator)

• Isothermal Community College – Rutherford Correctional Center o HOS-3041 Quality Food Service ▪ (Quality Food Service)

• Richmond Community College – Scotland Correctional Center o NET-3100 Networking Technology ▪ (Networking Technology)

SBCC 03/16/2018 Attachment PROG 13

• Vance-Granville Community College - Franklin Correctional Center o HRD-4100 HRD Working Smart ▪ (HRD Working Smart) • Vance-Granville Community College - Polk Correctional Center o HRD-4100 HRD Working Smart ▪ (HRD Working Smart) • Vance-Granville Community College - Warren Correctional Center o HRD-4100 HRD Working Smart ▪ (HRD Working Smart)

Contact(s): Nate Humphrey Director, Workforce Continuing Education – Training and Standards

SBCC 03/16/2018 Attachment PROG 13A Continuing Education and Basic Skills

These requests have been approved by the local college president, local board chair, and prison superintendent or chief officer. They have been reviewed by state staff at the North Carolina Community College System Office and, if applicable, by the NC Department of Public Safety and found in compliance with state standards and prison programming policies.

CODES FOR GROUPS TO BE SERVED

A Alcoholic Rehabilitation Centers D Domiciliary Care Facilities I Hospital Inpatients J Detention Centers and County Jails N Rest and Nursing Homes P Prisons (Correction setting) R Intellectual Disability Centers S Sheltered Workshops

EXAMPLES: WLD 3106 P indicates the continuing education course offered in the Prison/ Corrections setting. BSP 2000 S indicates the basic skills course offered in a Sheltered Workshop setting.

CONTINUING EDUCATION and BASIC SKILLS courses are reported in class hours. CURRICULUM courses are reported in semester-hour credits.

MATRIX CATEGORIES* For NC Department of Public Safety (DPS) Prison Facilities Matrix North Carolina Community College System Programming Options Category Basic Skills; Employment Readiness (Human Resources Development or Occupational 1 Extension Pre-employment Training); and/or Drug and Alcohol courses. (Minimum length of stay: 2 months) Basic Skills; Employment Readiness (Human Resources Development or Occupational Extension Pre-employment Training); Drug and Alcohol courses; Occupational 2 Extension courses; and/or Curriculum Certificate Programs. (Minimum length of stay: 4 months) Basic Skills; Employment Readiness (Human Resources Development or Occupational Extension Pre-employment Training); Drug and Alcohol courses; Occupational 3 Extension courses; Curriculum Certificate Programs; and/or Curriculum Diploma Programs. (Minimum length of stay: 12 months) Basic Skills; Employment Readiness (Human Resources Development or Occupational Extension Pre-employment Training); Drug and Alcohol courses; Occupational 4 Extension courses; Curriculum Certificate Programs; Curriculum Diploma Programs; and/or Curriculum Associate in Applied Science Degree Programs. (Minimum length of stay: 24 months) Only Division of Adult Correction and Juvenile Justice (DACJJ) prisons are assigned * matrix categories

SBCC 03/16/2018 Attachment PROG 13B Continuing Education Courses - Captive & Co-opted Matrix Course Master Course List Title Contact Community College Facility Code Class. Number (Local Title) Hours Furniture Fundamentals Catawba Valley CC Alexander Correctional Center 3 UPH-3000 4870 115 (Furniture Fundamentals) Manual Cutting Catawba Valley CC Alexander Correctional Center 3 UPH-3100 4870 346 (Manual Cutting) Sewing Catawba Valley CC Alexander Correctional Center 3 UPH-3101 4870 346 (Sewing) Inside Upholstery Catawba Valley CC Alexander Correctional Center 3 UPH-3102 4870 346 (Inside Upholstery) Pattern Making Catawba Valley CC Alexander Correctional Center 3 UPH-3106 4870 173 (Pattern Making) Spring Up Catawba Valley CC Alexander Correctional Center 3 UPH-3107 4870 346 (Spring Up) Outside Upholstery Catawba Valley CC Alexander Correctional Center 3 UPH-3108 4870 346 (Outside Upholstery) Intro to Upholstery Catawba Valley CC Alexander Correctional Center 3 UPH-3110 4870 173 (Intro to Upholstery) Automated Cutting Catawba Valley CC Alexander Correctional Center 3 UPH-3161 4870 346 (Automated Cutting) Food Service Sanitation/Safety Gaston College Gaston Correctional Center 2 HOS-3072 4515 40 (Food Service Sanitation/Safety) OSHA Forklift Operator Gaston College Gaston Correctional Center 2 OSH-3012 4515 36 (OSHA Forklift Operator) Quality Food Service Isothermal CC Rutherford Correctional Center 2 HOS-3041 4655 396 (Quality Food Service) Networking Technology Richmond CC Scotland Correctional Center 3 NET-3100 4860 240 (Networking Technology) HRD Working Smart Vance-Granville CC Franklin Correctional Center 3 HRD-4100 4215 30 (HRD Working Smart) HRD Working Smart Vance-Granville CC Polk Correctional Center 3 HRD-4100 3980 30 (HRD Working Smart) HRD Working Smart Vance-Granville CC Warren Correctional Center 3 HRD-4100 4290 30 (HRD Working Smart)

SBCC 03/16/2018 AGENDA State Board of Community Colleges STRATEGIC PLANNING COMMITTEE Caswell Building, Innovation Station (Room B10) Thursday, March 15, 2018 – 1:30 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 15, 2018

For Information • Student Success Center • Strategic Plan Communications • Initial Strategic Plan Uses • Other Updates

For Future Action • Proposed State Performance Measure Modifications (PLAN 01)

For Action

New Business

Adjourn

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] MINUTES State Board of Community Colleges STRATEGIC PLANNING COMMITTEE February 18, 2018– 1:30 p.m.

1 SBCC 03/16/2018 Attachment PLAN 01

STATE BOARD OF COMMUNITY COLLEGES Proposed State Performance Measure Modifications Draft 02/28/18

1. Basic Skills Student Progress Purpose To ensure adult students individuals with low literacy skills are progressing academically toward basic skill educational attainment necessary for employment and self-sufficiency

Description Percentage of students who progress as defined by an educational functioning level. Percentage of Basic Skills participant periods of participation (POP) with a measurable skill gain.

2. Student Success Rate in College-Level English Courses Purpose To ensure students are successfully completing a credit-bearing English courses within their first two academic years in a timely manner.

Description Percentage of first-time fall associate degree seeking and transfer pathway students passing a credit- bearing English course with a “C” or better within two three years of their first term of enrollment.

3. Student Success Rate in College-Level Math or Science Courses Purpose To ensure students are successfully completing a credit-bearing Math or select Natural Science courses within their first two academic years in a timely manner.

Description Percentage of first-time fall associate degree seeking and transfer pathway students passing a credit- bearing Math or Natural Science course with a “C” or better within two three years of their first term of enrollment.

4. First Year Progression Purpose To ensure first-year students reach an academic momentum point that helps predict future are making progress toward credential completion.

SBCC 03/16/2018 Attachment PLAN 01

Description Percentage of first-time fall credential-seeking curriculum students attempting at least 12 hours within their first academic year who successfully complete at least 12 of those hours. graduated prior to or enrolled in postsecondary education the subsequent fall semester. 5. Curriculum Completion Purpose To ensure student completion and/or persistence toward a post-secondary credential in a timely manner.

Description Percentage of first-time fall credential-seeking curriculum students who graduate, transfer, or are still enrolled with 36 non-developmental hours after 6 years. during the fourth academic year with 42 successfully completed non-developmental hours.

6. Licensure and Certification Passing Rate Purpose To ensure programmatic coursework prepares students to competently practice in their chosen profession

Description Option 1 (current): Aggregate institutional passing rate of first-time test-takers on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners. OR Option 2: Aggregate institutional passing rate of all test-takers on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners.

7. College Transfer Performance Purpose To ensure the academic success of community college students at a four-year university or college.

Description Among community college Associate Degree completers and those who have completed 30 or more articulated transfer credits who subsequently transfer to a four-year university or college during the fall semester, the percentage who earned a GPA of 2.25 or better after two consecutive semesters in the academic year at the transfer institution. are enrolled at any four-year university or college the subsequent fall semester or graduated prior to.

SBCC 03/16/2018 AGENDA State Board of Community Colleges ACCOUNTABILITY AND AUDIT COMMITTEE Caswell Building, Dr. W. Dallas Herring State Board Room Thursday, March 15, 2018 – 3:00 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 15, 2018

For Information • Secondary and Dual Employment Internal Audit Report (Attachment AUD 01)

New Business

Adjourn

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected]

MINUTES State Board of Community Colleges ACCOUNTABILITY AND AUDIT COMMITTEE Thursday, February 15, 2018 – 3:00 p.m.

ACCOUNTABILITY AND AUDIT COMMITTEE MEMBERS PRESENT: Lisa Estep, Chair Todd Johnson Bob Stephens Ann Whitford, Vice-Chair Bill McBrayer Burr Sullivan * Breeden Blackwell Samuel Powell Frank Johnson Lynn Raye

Via phone * Members absent: Clark Twiddy

OTHERS IN ATTENDANCE: Anne Bacon Shanté Martin Bill Ingram (Durham TCC) Sondra Jarvis Mary Shuping Dale McInnis (Richmond CC) Bryan Jenkins Chris Sparks Linda Suggs (Gates Fnd) Brian Long David Johnson (Johnston CC)

WELCOME AND ETHICS STATEMENT Ms. Estep called the Accountability and Audit Committee meeting to order at 3:45 p.m. in the Dr. W. Dallas Herring State Board Room.

ROLL CALL Bryan Jenkins took the roll of the Accountability and Audit Committee members.

ETHICS STATEMENT Mr. Raye read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

APPROVAL OF THE AGENDA Ms. Estep requested a motion to approve the February 15, 2018 meeting agenda. Dr. Blackwell moved to approve, Mr. Raye seconded, and the agenda was approved by the committee via voice vote.

APPROVAL OF THE MINUTES Ms. Estep requested a motion to approve the November 16, 2017 minutes. Dr. Blackwell moved to approve, Mr. McBrayer seconded, and the minutes were approved by the committee via voice vote.

FOR INFORMATION College Financial Audit Findings 5 Year Summary (Attachment AUD 01) Mr. Jenkins reviewed the College Financial Audit Findings for the Committee. Dr. Blackwell asked about the follow-up process for colleges with findings. Mr. Jenkins discussed the current protocol, contacting the president for details on the college response plan.

College Financial Audits with Findings FY 2016-17 (Attachment AUD 02) 1 SBCC 03/16/2018

MINUTES State Board of Community Colleges ACCOUNTABILITY AND AUDIT COMMITTEE Thursday, February 15, 2018 – 3:00 p.m.

Mr. Jenkins shared information about the audits from Blue Ridge Community College and Haywood Community College.

Federal Compliance Audit FY 2016-17 (Attachment AUD 03) Mr. Jenkins reviewed the letter received from the Office of the State Auditor confirming completion of the federal compliance audit at the North Carolina Community College System for the year ending June 30, 2017. No material weaknesses were identified.

FOR ACTION System Office Internal Audit Plan FY 2018 (Attachment AUD 03) Mr. Jenkins shared that there were a few due date changes to the System Office Internal Audit plan based on the new Internal Auditor, Mr. Chris Sparks, beginning his employ with the System. Mr. Jenkins introduced Mr. Sparks to the Committee.

Mr. T. Johnson moved, and Dr. Blackwell seconded approval of the plan. The Committee approved via voice vote.

ADJOURNMENT Mr. McBrayer motioned to adjourn, seconded by Mr. Raye. The meeting was adjourned at 4:07 p.m. via voice vote.

Respectfully submitted, Sondra Jarvis

2 SBCC 03/16/2018 Attachment AUD 01

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Jennifer Haygood Acting President

COMPLIANCE AUDIT

SECONDARY & DUAL EMPLOYMENT

JANUARY 10, 2018

Mailing Address: 5001 Mail Service Center | Raleigh, NC | 27699-5001 Street Address: 200 West Jones | Raleigh, NC 27603 | Phone: 919-807-7100 | Fax: 919-807-7166 www.nccommunitycolleges.edu AN EQUAL OPPORTUNITY EMPLOYER SBCC 03/16/2018 Attachment AUD 01

INTRODUCTION

Background

The secondary and dual employment policy is in place for two (2) purposes; (1) to determine that the secondary employment does not have an adverse effect on the primary employment with the State; (2) to determine that the secondary employment does not create a conflict of interest with the primary employment. The North Carolina Community College System Secondary and Dual Employment Policy states, “An employee shall have approval through channels to the agency head before engaging in any secondary employment.” Regarding dual employment, the policy notes, “State policy requires that an employee must secure approval from the administrative head of the Parent Agency in writing before performing services for pay for a Borrowing Agency.”

Evidenced by the statements above, the policy requires multiple levels of approval prior to engaging in secondary and dual employment. To facilitate the approval of secondary and dual employment, the North Carolina Community College System Office has developed a certification document, NC Community College System Secondary/Dual Employment Form, requiring employees to seek approval through channels to the agency head before engaging in any secondary employment. According to Human Resources, the certification document is required to be completed by each System Office employee on an annual basis. The certification document lists three (3) options for employees to select; (1) not engaged in secondary/dual employment; (2) engaged in secondary employment; and (3) engaged in dual employment. The bottom of the document contains signature lines employee signature, followed by signature lines for the employee’s supervisor, Vice President, Executive Vice President & Chief Operating Officer, and President.

Objective, Scope, and Methodology

The objective of this engagement was to review the secondary and dual employment forms for all employees in the System Office to determine the following; (1) ensure all employees submitted a signed certification document; (2) the certification document contained all required signatures; and (3) the certification document contained all required and appropriate approvals. Records were also reviewed to ensure there was a form on file for all active employees.

The scope of the engagement was a review of all active System Office employees as of January 1, 2018, and all certification forms submitted to Human Resources in 2017. Jane Phillips, Personnel Director, provided a complete list of active System Office employees. Upon receipt of the list, a review of all certification documents was scheduled. Fieldwork was conducted on January 8-9, 2018.

SBCC 03/16/2018 Attachment AUD 01

FINDINGS The employee list, provided in spreadsheet form, contained a total of 194 active employees. The review of the certification documents and spreadsheet yielded the following:

• No forms on file for 11 employees. • 10 forms unable to be verified due to signatures that were not legible, or the signatures did not match any employees listed on the spreadsheet. • 26 forms indicated secondary or dual employment. Of these 26 forms, 16 contained the required signatures. Ten (10) contained supervisor signature. Two (2) forms contained only supervisor signatures. Eight (8) failed to contain signatures by the Executive Vice President & Chief Operating Officer and the President.

RECOMMENDATIONS

Due to the findings noted above, the following recommendations are submitted for consideration:

Recommendation 1 A line should be added for each employee to print his/her name. The additional line would enable employee information to be more easily identifiable upon review.

Recommendation 2 The North Carolina Community College System Secondary and Dual Employment Policy should be revised to include a deadline for the annual certification document submission. The inclusion of a deadline will assist Human Resources in enforcing the submission requirements.

Recommendation 3 A master list of employees should be maintained, noting submission and proper completion of the NC Community College System Secondary/Dual Employment Form. The master list will enable Human Resources to more quickly identify employees not in compliance with the certification document submission requirement.

Recommendation 4 The NC Community College System Secondary/Dual Employment Form should be updated to add a box allowing the employee to indicate he/she has read the policy before completing the remaining sections of the form. This additional requirement will assist employees in being aware of what constitutes secondary and dual employment.

Recommendation 5 Instructions should be added to the NC Community College System Secondary/Dual Employment Form directing the employee to add a description of the employment, if he or she indicates any secondary or dual employment. This will help management to determine if any conflicts of interest exist.

SBCC 03/16/2018 Attachment AUD 01

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM Jennifer Haygood Acting President

March 5, 2018

MEMORANDUM

TO: Bryan Jenkins, Executive Director of Accountability and State Board Affairs

FROM: Jennifer Haygood, Acting President

RE: Compliance Audit – Secondary & Dual Employment Dated January 10, 2018

NC Community Colleges Human Resources Office appreciates the opportunity to respond to the Secondary/Dual Employment audit dated January 10, 2018. We also appreciate the diligence and the recommendations that the Auditor provided. The response to the audit findings are as follows:

Recommendation 1 A line should be added for each employee to print his/her name. The additional line would enable employee information to be more easily identifiable upon review.

Response 1 We agree with this recommendation. The North Carolina Community College System Secondary and Dual Employment form has been edited to add the additional line to allow each employee to print his/her name. We are also exploring the possibility of processing this form via DocuSign to better track the approval process.

Recommendation 2 The North Carolina Community College System Secondary and Dual Employment Policy should be revised to include a deadline for the annual certification document submission. The inclusion of a deadline will assist Human Resources in enforcing the submission requirements.

Response 2 Employees were given a 30-day deadline to read the policy via the Learning Management System (LMS) and complete the Secondary and Dual Employment Form. Future communications to employees will better clarify that the deadline applies to both reviewing the policy via the LMS and submitting the completed form. We agree to edit the policy to reflect a requirement for all employees to submit the completed form by June 30th of each

Mailing Address: 5001 Mail Service Center | Raleigh, NC | 27699-5001 Street Address: 200 West Jones | Raleigh, NC 27603 | Phone: 919-807-7100 | Fax: 919-807-7166 www.nccommunitycolleges.edu AN EQUAL OPPORTUNITY EMPLOYER SBCC 03/16/2018 Attachment AUD 01 year and prior to engaging in any subsequent dual/secondary employment. The policy will also include specific instructions on the submission process to reflect all required signatures.

Recommendation 3 A master list of employees should be maintained, noting submission and proper completion of the NC Community College System Secondary/Dual Employment Form. The master list will enable Human Resources to more quickly identify employees not in compliance with the certification document submission requirement.

Response 3 A master list is maintained in the Learning Management System which reflects the employees who were assigned the policy review. Human Resources will follow-up with each employee not in compliance with the June 30th deadline, copying the division vice president.

Recommendation 4 The NC Community College System Secondary/Dual Employment Form should be updated to add a box allowing the employee to indicate he/she has read the policy before completing the remaining sections of the form. This additional requirement will assist employees in being aware of what constitutes secondary and dual employment.

Response 4 We agree with this recommendation and have revised the form to allow an employee to acknowledge that they have read the Secondary/Dual Employment policy.

Recommendation 5 Instructions should be added to the NC Community College System Secondary/Dual Employment Form directing the employee to add a description of the employment, if he or she indicates any secondary or dual employment. This will help management to determine if any conflicts of interest exist.

Response 5 Currently, the form instructs the employee to attach a “brief description of the duties in which he/she will be performing”. The recommended action plan is revise the secondary/dual employment form to include a space for the employees to put in the description of duties directly on the form. We’ve also added a box to implicate if the employment is secondary or dual.

Attached is the revised NC Community Colleges Secondary/Dual Employment Form based on the Auditor recommendation.

SBCC 03/16/2018 Attachment AUD 01

NC COMMUNITY COLLEGE SYSTEM SECONDARY/DUAL EMPLOYMENT ACKNOWLEDGEMENT AND APPROVAL FORM

Employee Name (please print):

I acknowledge that I have read the Secondary/Dual Employment policy.

Check One:

I am not engaged in Secondary/Dual employment currently. I agree to comply with the provisions of the secondary/dual employment policy and will seek approval from the agency head before engaging in secondary or dual employment. (Please sign, date and bring to Human Resources).

I am requesting permission to be engaged in Secondary/Dual Employment. I understand the policy governing secondary and dual employment, and my secondary/dual employment will not have any impact on and will not create any possibility of conflict with my primary employment. I understand that permission to engage in secondary or dual employment may be withdrawn at any time if in the opinion of my supervisor such employment hampers my job performance in the North Carolina Community College System.

Check One:

Secondary: Additional work for other than a state agency

Dual: Work with another state agency on a part-time, consulting or contractual basis

Secondary Employer/ Dual Employer Business:

Provide a detailed description of the secondary/dual employment including position title, work schedule, total hours worked per week, and description of duties. If additional space is needed, continue the reverse side or attach a separate document. Failure to complete this section will result in denial.

My work schedule with the System Office is from ______am to ______pm.

REQUIRED SIGNATURES

Employee Signature Date

Supervisor(s) Signature Date

Vice President Signature Date

President Signature/or Designee Date c: Personnel 01/18 SBCC 03/16/2018 AGENDA State Board of Community Colleges POLICY COMMITTEE Caswell Building, Innovation Station (Rm B10-1) Thursday, March 15, 2018 - 3:00 p.m.

Call to Order

Roll Call

Ethics Awareness and Conflict of Interest

Approval of Agenda

Approval of Minutes – February 15, 2018

For Information • SBCC Code Report – March 2018 (Attachment POL 01)

For Future Action • Recommendations for Initial Proprietary School Licensure (POL 02)*

For Action • Proposed Modifications to SB420 (Attachment POL 03) • Initiation of Rulemaking Process to Adopt 1A SBCCC 200.4 – “Sound and Fiscal Management Practices” (Attachment POL 04)

New Business

Adjourn

*The Policy Committee will be asked to suspend the rules and move this item to the FOR ACTION agenda. The Full Board will then be asked to suspend the rules and place this item on the ACTION agenda.

Questions relating to items on the Agenda should be addressed to the Office of State Board Affairs at (919)807-6970 or by email at [email protected] MINUTES State Board of Community Colleges POLICY COMMITTEE Thursday, February 15, 2017 – 3:00 p.m.

POLICY COMMITTEE MEMBERS IN ATTENDANCE: Bob Stephens, Vice-Chair Frank Johnson Jim Rose William Holder Samuel Powell Candler Willis Bobby Irwin

Members Absent: Ernest Pearson and Jerry Vaughan

OTHERS IN ATTENDANCE: Scott Corl Sondra Jarvis Q. Shanté Martin

WELCOME AND ETHICS STATEMENT Mr. Stephens called the meeting to order at 3:11 pm in Innovation Station (Rm B10-1) of the Caswell Building and read the Ethics Awareness and Conflict of Interest Statement and asked if there were any known conflicts. None were noted.

ROLL CALL Sondra Jarvis took the roll of the Policy Committee members.

APPROVAL OF THE AGENDA It was noted that POL 02 and POL 03 should not be marked to suspend the rules and move the items forward. The items will remain on Future Action and brought forward in March 2018 for approval. Mr. Stephens requested a motion to approve the amended February 15, 2018 agenda. Dr. Powell made a motion to approve, seconded by Dr. Willis. Agenda approved via voice vote.

APPROVAL OF THE MINUTES Mr. Stephens requested a motion to approve the November 16, 2017 minutes. Mr. Irwin made a motion to approve the minutes, seconded by Dr. Powell. Minutes approved via voice vote.

FOR INFORMATION SBCC Code Report – February 2018 (Attachment POL 01) Ms. Martin reviewed the items listed on the report.

FOR FUTURE ACTION Proposed SB420 (Attachment POL 02) The proposed SB420 is the result of Governance Task Force meetings. The Task Force, made up of State Board Members, Presidents’ Association Members, and Trustees’ Association Member collaborated and are recommending the changes presented in the agenda item. Once the committee completed their recommendations, the full associations were welcome to comment. The Task Force changes are highlighted in yellow and the changes based on input from the full associations are in green.

1 SBCC 03/16/2018 MINUTES State Board of Community Colleges POLICY COMMITTEE Thursday, February 15, 2017 – 3:00 p.m.

President Haygood reviewed that SB420 was proposed based on limitations found during the Martin Community College issue. The bill has passed the Senate during long session and will be taken up by the House during short session with the goal of it being enacted this summer.

Mr. Stephens asked if Senator Barefoot or Senator Curtis have seen the updated language. President Haygood stated that they are aware of the status, but they have not seen the proposed language. Ms. Shuping stated that Senator Curtis is happy to hear that the revised legislation will be presented with consensus.

President Haygood assured the Committee that everyone has had ample opportunity to review and comment on the language of the bill.

Ms. Martin reviewed the proposed language. President Haygood shared that the make- up of the advisory committee is a good example of negotiation and collaboration by all parties to reach consensus. Mr. Irwin asked why “may” was used rather than shall (p.1, line 18). President Haygood shared that this gives the board options rather than mandating what will be done. Ms. Martin mentioned that the reason for the State Board appointing the interim board with input from NCACCP and NCACCT is for flexibility and expediency.

Pres Haygood reminded the committee, this bill language will be an action item at the March 2018 meeting. Our hope is that the bill sponsors will be open to the changes. Neither NCACCP, nor NCACCT have voted on the language, but there has not been any opposition voiced against the proposed language.

Ms. Martin said it has been helpful to have local trustees to talk with the State Board members and understand the intent of the bill.

Draft of 1A SBCCC 200.4 – Sound and Fiscal Management Practices (Attachment POL 03) President Haygood shared that the intent of this rule is to establish minimum standards. The goal is to proactively identify issues prior to them becoming a problem. President Haygood reviewed the parameters and that currently the System Office has no way to monitor Foundation audits but will put something in place.

Recommendations for Initial Proprietary School Licensure (Attachment POL 04) Mr. Corl reviewed the schools who are being recommended for approval by the Stat Board of Proprietary Schools. The first two schools are only due to a change in ownership. Under Momentum Learning, there is a requirement of the bond being increased, which has been done, so there are no additional requirements.

Dr. Willis motioned to move from Future Action to Action, seconded by Mr. Irwin.

2 SBCC 03/16/2018 MINUTES State Board of Community Colleges POLICY COMMITTEE Thursday, February 15, 2017 – 3:00 p.m.

Dr. Powell motioned, Mr. Irwin seconded, and the committee approved Recommendations for Initial Proprietary School Licensure as presented.

NEW BUSINESS There was no new business.

ADJOURNMENT Dr. Powell motioned and Mr. Irwin seconded to adjourn the meeting. The motion was adopted and the meeting adjourned at 3:54pm.

Respectfully submitted Sondra Jarvis Recording Secretary

3 SBCC 03/16/2018 Attachment POL 01

STATE BOARD OF COMMUNITY COLLEGES SBCC Code Report RULE ACTION RULEMAKING PROCESS EXPECTED DATE STATUS Initiation of Rulemaking Process March 16, 2018 PENDING Publication on NCCCS Website March 20, 2018 ADOPTION 1A SBCCC Written Comment Period Ends April 19, 2018 200.4 – “Sound Fiscal Review Comments with SBCC Committee May 17, 2018 and Management 2nd Written Comment Period Ends (if substantive changes) Practices” Hearing Date (if applicable) Presented to SBCC for Adoption May 18, 2018 Prospective Effective Date of Rule June 1, 2018

Initiation of Rulemaking Process February 16, 2018 COMPLETED Publication on NCCCS Website February 20, 2018 COMPLETED AMENDMENT 1C Written Comment Period Ends March 22, 2018 PENDING SBCCC 200.94 – Review Comments with SBCC Committee April 19, 2018 “Holiday Leave” 2nd Written Comment Period Ends (if substantive changes) N/A Hearing Date (if applicable) N/A Presented to SBCC for Adoption April 20, 2018 Prospective Effective Date of Rule May 1, 2018

SBCC 03/16/2018 Attachment POL 02 (REVISED 03/15/2018) STATE BOARD OF COMMUNITY COLLEGES Recommendations for Initial Proprietary School Licensure

The State Board of Proprietary Schools recommends approval to license the following Proprietary Schools, as required under Article I, Chapter 115D, North Carolina General Statutes, starting upon approval by the State Board of Community Colleges and ending June 30, 2018, to offer the programs listed.

*MILLER-MOTTE COLLEGE -CARY 2205 Walnut Street Cary, NC 27518

Program Clock Hours Personal Fitness Trainer 100

Program Credit Hours Business Office Specialist 36 Business Studies 60 Cyber Security Professional 36 Cyber Security Specialist 60 Desktop Support Technician 36 Diesel Mechanic 64 Mechatronics Technician 72 Medical Billing & Coding 72 Medical Clinical Assistant 72 Medical Assistant Specialist 36 PC and Network Support Technician 60 Pharmacy Technician 74 Medical Billing & Coding Specialist 66 (*To Complete Teach Out)

*MILLER-MOTTE COLLEGE -FAYETTEVILLE 3725 Ramsey Street, Suite 103-A Fayetteville, NC 28311

Programs Clock Hours Nurse Aide I 130 CDL Training: Class A Tractor Trailer 160 CDL Refresher 90 Medication Aide 24

SBCC 03/16/2018 Attachment POL 02 (REVISED 03/15/2018) Program Credit Hours Business Office Specialist 36 Business Studies 60 Cyber Security Professional 36 Cyber Security Specialist 60 Desktop Support Technician 36 Diesel Mechanic 64 Mechatronics Technician 72 Medical Assistant Specialist 36 Medical Billing & Coding 72 Medical Clinical Assistant 72 PC and Network Support Technician 60 Pharmacy Technician 74

*MILLER-MOTTE COLLEGE -JACKSONVILLE 1291 A Hargett Street Jacksonville, NC 28540

Programs Clock Hours CDL Training: Class A Tractor Trailer 160 CDL Refresher 90 Personal Fitness Trainer 100

Program Credit Hours Business Office Specialist 36 Business Studies 60 Cyber Security Professional 36 Cyber Security Specialist 60 Desktop Support Technician 36 Diesel Mechanic 64 Mechatronics Technician 72 Medical Billing & Coding 72 Medical Clinical Assistant 72 Medical Assistant Specialist 36 PC and Network Support Technician 60 Pharmacy Technician 74 Web Design Technician 72

*MILLER-MOTTE COLLEGE -RALEIGH 3901Capital Boulevard, Ste. 151 Raleigh, NC 27604

SBCC 03/16/2018 Attachment POL 02 (REVISED 03/15/2018) Programs Clock Hours Nurse Aide I Training 130 CDL Training: Class A Tractor Trailer 160 Program Credit Hours Business Office Specialist 36 Business Studies 60 Cyber Security Professional 36 Cyber Security Specialist 60 Desktop Support Technician 36 Diesel Mechanic 64 Mechatronics Technician 72 Medical Clinical Assistant 72 Medical Assistant Specialist 36 PC and Network Support Technician 60 Pharmacy Technician 74 Veterinary Technology 106

*MILLER-MOTTE COLLEGE -WILMINGTON 5000 Market Street Wilmington, NC 28405

Programs Clock Hours Personal Fitness Trainer 100

Program Credit Hours Business Office Specialist 36 Cyber Security Professional 36 Cyber Security Specialist 60 Desktop Support Technician 36 Diesel Mechanic 64 Mechatronics Technician 72 Medical Billing & Coding 72 Medical Clinical Assistant 72 Medical Assistant Specialist 36 PC and Network Support Technician 60 Pharmacy Technician 74 Phlebotomy Technician 18 Phlebotomy and ECG Technician 70

*Recommendation is contingent upon continued submission of quarterly financial reports, as well as immediate notification of any change in heightened cash monitoring (HCM) with the U.S. Department of Education or accreditation status.

SBCC 03/16/2018 Attachment POL 02 (REVISED 03/15/2018) **NEW HORIZONS COMPUTER LEARING CENTER -CHARLOTTE 9140 Arrowpoint Boulevard, Suite 400 Charlotte, NC 28273

Programs Clock Hours Office Administrative Assistant 88 Project Management Professional 64 Network+ Technician 80 Security+ Technician 40 Desktop Support Technician 200 Desktop Systems Support Professional 240 ITIL V3 Foundations 24 Microsoft Certified Solutions Associate 232 Microsoft Technology Associate 232 IT Best Practices Manager 152 Web Application Development Specialist 144 Network Systems and Security Professional 520 Cisco Associate 80 Cisco Professional 200 Microsoft Server Professional 400 CompTIA A+ Technician 80 Business Administration Associate 216 Business Administration Professional 450 Database Administrator Professional 432 Medical Office Administration 180 Network Systems Administrator Professional 540 Security IT Associate 180 Security IT Professional 468

**Recommendation is contingent upon verifiable documentation of a guarantee bond with minimum coverage of $132,000, quarterly financial reporting to the Office of Proprietary Schools, a fully-executed lease agreement in compliance with North Carolina law; and a successful site visit by the Office of Proprietary Schools to verify compliance with N.C.G.S. § 115D-90(c).

SBCC 03/16/2018 Attachment POL 02 (REVISED 03/15/2018) ***NEW HORIZONS COMPUTER LEARING CENTER -GREENSBORO 7017 Albert Pick Road, Suite A Greensboro, NC 27409

Programs Clock Hours Microsoft Technology Associate 232 Microsoft Certified Solutions Associate 232 IT Best Practices Manager 152 Web Application Development Specialist 144 Project Management Professional 64 Microsoft Certified Application Specialist 136 Network Security Administrator Specialist 357.5 Server Administrator 275 ITIL V3 Foundations 24 Microsoft Server Professional 400 Business Administration Associate 216 Business Administration Professional 450 Database Administrator Professional 432 Medical Office Administration 180 Network Systems Administrator Professional 540 Security IT Associate 180 Security IT Professional 468

***Recommendation is contingent upon verifiable documentation of a guarantee bond with minimum coverage of $120,000, quarterly financial reporting to the Office of Proprietary Schools, and a successful site visit by the Office of Proprietary Schools to verify compliance with N.C.G.S. § 115D-90(c).

SBCC 03/16/2018 Attachment POL 03

1 GENERAL ASSEMBLY OF NORTH CAROLINA 2 SESSION 2017 3 S 1 4 SENATE BILL 420 5 6 Short Title: CC Bd. of Trustees/Governance. (Public) Sponsors: Senators Curtis and Barefoot (Primary Sponsors). Referred to: Rules and Operations of the Senate

7 March 29, 2017

8 A BILL TO BE ENTITLED AN ACT TO PROVIDE FOR CIRCUMSTANCES IN WHICH THE STATE BOARD OF COMMUNITY COLLEGES MAY APPOINT AN INTERIM BOARD OF TRUSTEES TO ASSUME THE POWERS AND DUTIES OF A BOARD OF TRUSTEES; TO REQUIRE THAT A BOARD OF TRUSTEES MEET AT LEAST ONCE EVERY TWO MONTHS; AND TO AUTHORIZE THE STATE BOARD OF COMMUNITY COLLEGES TO REQUIRE FINANCIAL AUDITS IN CERTAIN CIRCUMSTANCES. 9 The General Assembly of North Carolina enacts: 10 SECTION 1. Article 1 of Chapter 115D of the General Statutes is amended by adding 11 a new section to read: 12 "§ 115D-6.5. Notice of noncompliance; appointment of an interim board of trustees. 13 (a) Notice. – The State Board of Community Colleges is responsible for assuring that 14 boards of trustees of the community colleges comply with applicable State laws, rules, and sound 15 fiscal and management practices, as defined in State Board policy. In addition to any actions taken 16 by the State Board under G.S. 115D-6(3), if the State Board finds that a board of trustees of a 17 community college has willfully, or as a result of gross negligence, failed to or refused to comply 18 with applicable State laws, rules, and sound fiscal and management practices, the State Board may 19 issue a written notice to the board of trustees of its findings and direct the board of trustees to take 20 remedial action immediately to address those findings upon receipt of the notice. If the State Board 21 finds the college needs assistance with taking remedial action, the State Board may also appoint 22 an advisory committee to provide support and recommendations to the college. At a minimum, 23 the advisory committee shall consist of representatives of the State Board of Community Colleges, 24 the North Carolina Association of Community College Trustees, the North Carolina Association 25 of Community College Presidents, and the System Office, and each shall make recommendations 26 to the State Board on the appointment of their members to the advisory committee. 27 (b) Resolution. – If, after receipt of the notice issued under subsection (a) of this section, 28 a board of trustees willfully, or as a result of gross negligence, persists in refusing or failing to 29 comply with the State laws, rules, or sound fiscal and management practices identified in the 30 notice, the State Board of Community Colleges may adopt a resolution, upon approval of at least 31 two-thirds of the members of the State Board attending the meeting in which the resolution is 32 considered, to vacate the terms of the leadership of the board of trustees to include, but not limited

SBCC 03/16/2018 Attachment POL 03

1 to, chair and vice-chair. The respective appointing authorities shall appoint trustees to fulfill the 2 vacated terms and shall not appoint members whose terms were vacated pursuant to this section. 3 If, after the removal of the leadership of the board of trustees, a board of trustees willfully, or as a 4 result of gross negligence, persists in refusing or failing to comply with the State laws, rules, or 5 sound fiscal and management practices identified in the notice, the State Board of Community 6 Colleges may adopt a resolution, upon approval of at least two-thirds of the members of the State 7 Board attending the meeting in which the resolution is considered, to vacate the terms of the full 8 board of trustees. Prior to adopting the either resolution, the State Board shall consult with the 9 appointing authorities of the board of trustees and representatives of the North Carolina 10 Association of Community College Trustees and the North Carolina Association of Community 11 College Presidents regarding the proposed resolution. The State Board shall only exercise this 12 authority as an extraordinary remedy utilized in the most extreme circumstances and after all of 13 the following remediation actions have been taken without correction of the identified problems: 14 (1) the State Board has clearly delineated the failures to comply with applicable State 15 laws, rules or sound fiscal and management practices; 16 (2) the advisory committee appointed consistent with subsection (a) of this section has 17 met with the President of the college and the local board of trustees to discuss the problems in 18 question and to assist the community college in question to resolve them; 19 (3) the State Board has vacated the terms of the leadership of the board of trustees, but 20 the identified problems continue to persist; 21 (4) after replacement of the leadership of the board, the identified problems persist; and 22 (5) the State Board has issued a final warning providing the college with a deadline to 23 resolve the identified problems. 24 (c) Interim Board Assumption of Powers and Duties. – The adoption of the resolution to 25 remove the full board under this section shall have the effect of vacating the terms of all of the 26 members serving on the board of trustees. Notwithstanding G.S. 115D-12, the State Board of 27 Community Colleges shall appoint an interim five-member board of trustees for a period not to 28 exceed 12 months with input from the advisory committee listed in subsection (a) of this section. 29 To preserve local autonomy, the appointing authorities of the local administrative area of the 30 community college under G.S. 115D-12 shall make recommendations to the State Board on the 31 appointment of the members to the interim board of trustees. All appointees to the interim board 32 of trustees shall be residents of the administrative area of the institution for which they are selected 33 or of counties contiguous thereto with the exception of members provided for in subsection (a) of 34 G.S. 115D-12, Group Four. At the end of the period of service of the interim board of trustees, a 35 board of trustees for the community college shall be appointed in accordance with G.S. 115D-12. 36 Initial terms of members of the new board of trustees shall be staggered to align with the remainder 37 of the vacated terms of the members of the board of trustees. 38 (d) Notice to the General Assembly. – Within 60 days of the adoption of the resolution to 39 remove the full board under this section, the State Board shall report to the General Assembly in 40 accordance with G.S. 120-29.5 on the adoption of the resolution, the interim board of trustees 41 appointed by the State Board, and any legislative recommendations necessary in regard to the 42 future governance of the community college. 43 (e) State Board Policy. – The State Board of Community Colleges shall adopt any policies 44 necessary to implement the provisions of this section." 45 SECTION 2. G.S. 115D-18 reads as rewritten: 46 "§ 115D-18. Organization of boards; meetings.

SBCC 03/16/2018 Attachment POL 03

1 At the first meeting after its selection, each board of trustees shall elect from its membership a 2 chairman, chair, who shall preside at all board meetings, and a vice-chairman, vice-chair, who 3 shall preside in the absence of the chairman.chair. The trustees shall also elect a secretary, who 4 may be a trustee, to keep the minutes of all board meetings. All three officers of the board shall be 5 elected for a period of one year but shall be eligible for reelection by the board. 6 Each board of trustees shall meet as often as may be necessary for the conduct of the business 7 of the institution but shall meet at least once every three two months. Meetings may be called by 8 the chairman chair of the board, a majority of the trustees, or the chief administrative officer of the 9 institution." 10 SECTION 3. G.S. 115D-58.16(a) reads as rewritten: 11 "(a) Each community college shall be subject to a financial audit a minimum of once every 12 two years. Community colleges may use State funds to contract with the State Auditor or with a 13 certified public accountant to perform the audits. The colleges shall submit the results of the audits 14 to the State Board of Community Colleges. The State Board of Community Colleges may require 15 a community college to be audited annually after the community college has two consecutive 16 financial audits with findings. 17 The State Board of Community Colleges shall ensure that all colleges are audited in accordance 18 with this section." 19 SECTION 4. This act is effective when it becomes law.

SBCC 03/16/2018 Attachment POL 04

1 STATE BOARD OF COMMUNITY COLLEGES CODE 2 TITLE 1 – COMMUNITY COLLEGES 3 4 CHAPTER A. STATE BOARD GOVERNANCE 5 6 SUBCHAPTER 200. STATE BOARD AUTHORITY 7 8 1A SBCCC 200.4 Sound Fiscal and Management Practices 9 (a) Local boards of trustees shall adopt policies that assure a community college has 10 sound fiscal and management practices. Policies to assure sound fiscal and 11 management practices shall include at least the following: 12 (1) Expending funds prudently and consistently with the approved budget. 13 (2) Demonstrating stewardship of the institution’s State financial resources by 14 effectively executing the institution’s budget to ensure that the percentage of State 15 current operating funds remaining unexpended does not exceed five percent or 16 five times the systemwide percentage, whichever is higher. 17 (3) Ensuring that institutional fund accounts do not have a negative balance at the end 18 of the fiscal year unless such an instance exists for a planned reason, such as an 19 anticipated reimbursement. If any institutional fund account has a negative 20 balance at year-end, the negative cash balance shall be reviewed. In the event 21 the negative balance is not due to a planned reason, the college shall develop a 22 plan to rectify the negative balance, and the information shall be reported to the 23 Board of Trustees at its first scheduled meeting following year-end. 24 (4) Tracking expenditures consistent with the North Carolina Community College 25 System’s Chart of Accounts, as outlined in the NC Community College System 26 Accounting Procedures Manual. 27 (5) Providing financial reports to the local boards of trustees at intervals determined 28 by the local board of trustees. 29 (6) Maintaining a system of internal controls as prescribed by G.S. 143D-7. 30 (7) Ensuring the college does not overdraw accounts by ensuring bank accounts are 31 reconciled and any discrepancies resolved within 30 business days from the end

SBCC 03/16/2018 Attachment POL 04

1 of the prior month. In the event a college fails to comply with this requirement more 2 than once during a fiscal year, such information shall be reported to the Board of 3 Trustees at its first scheduled meeting following the month of non-compliance. 4 (8) Submitting complete and accurate financial statements to the North Carolina Office 5 of the State Controller by the prescribed deadline. 6 (9) Ensuring that audits are conducted consistent with G.S. 115D-20(9) and G.S. 7 115D-58.16. 8 (10) Addressing any findings identified in audits, compliance reviews, SACSCOC 9 reviews, or other monitoring reviews. 10 (11) Ensuring that the college is actively seeking to fill leadership and other 11 supervisory positions in a timely manner with individuals of high competence. 12 (12) Monitoring staff turnover by providing an employee vacancy report for information 13 to the local board of trustees at least biannually. 14 15 History Note: Authority G.S. ; 16 Eff. .

SBCC 03/16/2018