Standard B

Collaboration: The community college uses systemic methods for meaningful and ongoing involvement of the appropriate constituencies.

Collaboration is a process which is integral to designing and developing systemic elements of programs that address workforce and student needs. Collaboration needs to be a fundamental element of program development and continue throughout the operation of the program. Collaboration is demonstrated by detailing how constituents are systemically involved with the college and the proposed program.                       

Program Elements

  1. The program has been developed through joint ventures and systemic working relationships with business, industry, labor and/or workforce development partners, such as:
    • Advisory committees
    • Apprenticeship organizations
    • Business/industry associations or alliances
    • Cooperative Work Experience (CWE) and work-based learning experience sponsors/supervisors
    • Industry trainers and professional developers
    • College customized training and development departments
    • Partners/co-applicants in college-led grant activities
  2. The program has been developed with educational partners, both internal and external, through systemic working relationships
  3. When applicable, the program leads to occupations that have been identified as “nontraditional by gender” on the LMI Worksheet; the program collaborates with professional organizations to implement strategies to recruit and retain members of the under-represented gender in the program.
  4. The program is proactive in creating a supportive environment for minority students, students with disabilities, and English Language Acquisition (ELA) and Limited-English Proficiency (LEP) students.

Guiding Questions

  1. Who are your key constituents and how have they helped design your program?
  2. What resources are your constituents contributing?
  3. What college programs are helping you shape and implement your program, e.g., student services, developmental education, second language programs?
  4. Do you have national constituents involved in program design and resource sharing?
  5. How will this program meet your partners’ needs?

Example of Program Highlights Statements

Standard B

Collaboration: The community college uses systemic methods for ongoing involvement of the appropriate constituencies.

  1. The Landscape Advisory Committee representatives include business, government and education entities, including J. Frank Schidt & Sons Nursery, Drake's 7 Dees and XXX County Parks Department.
  2. Advisory partners are involved in program design and development, implementation, operation and evaluation; quarterly meetings are conducted.
  3. The Oregon Landscape Contractors Association built a 1.5 acre landscape practice and test site on college property where students can learn and practice surveying, grading, irrigation, equipment operation and fertilizer application.
  4. The college provides Career Days for elementary, middle school and high school students; college facilities are used by high school students to research and conduct landscape projects that help students meet Oregon diploma requirements.
  5. Students are guided to connections for opportunities for employment and education.

Note: These statements are examples and not intended to be replicated; more or less information may be required depending on the program.

Supporting Documentation/Evidence Worksheet

  1. Description of established connections with professional constituencies: business, industry, labor, and/or workforce development partners; evidence of ongoing connections, plans, schedules, etc. (REQUIRED)
  2. Descriptions of established connections with educational partners; evidence of ongoing connections, plans, schedules, etc. (REQUIRED)
  3. Description of how the proposed program supports PK-20 system integration/student transitions. (REQUIRED)
  4. Minutes, rosters and schedules of meetings and activities.
  5. Copies of contracts/agreements.
  6. Summary of contributions and in-kind donations from partners.
  7. Copies of apprenticeship, training and services agreements.
  8. Copies of professional/trade association agreements.
  9. Description of collaborations with professional organizations and groups such as the Oregon Tradeswomen, Inc. and Landscape Contractors Association, etc.
  10. Description/examples of professional development materials and strategies for recruitment and retention of students who are nontraditional by gender for that occupation.
  11. Other documentation/evidence that describes program development.