STANDARD B - COLLABORATION (PROGRAM HIGHLIGHTS)
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.
- 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
- The program has been developed with educational partners, both internal and external, through systemic working relationships
- 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.
- 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.
- Who are your key constituents and how have they helped design your program?
- What resources are your constituents contributing?
- What college programs are helping you shape and implement your program, e.g., student services, developmental education, second language programs?
- Do you have national constituents involved in program design and resource sharing?
- How will this program meet your partners’ needs?
Example of Program Highlights Statements
Collaboration: The community college uses systemic methods for ongoing involvement of the appropriate constituencies.
- 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.
- Advisory partners are involved in program design and development, implementation, operation and evaluation; quarterly meetings are conducted.
- 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.
- 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.
- 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
- Description of established connections with professional constituencies: business, industry, labor, and/or workforce development partners; evidence of ongoing connections, plans, schedules, etc. (REQUIRED)
- Descriptions of established connections with educational partners; evidence of ongoing connections, plans, schedules, etc. (REQUIRED)
- Description of how the proposed program supports PK-20 system integration/student transitions. (REQUIRED)
- Minutes, rosters and schedules of meetings and activities.
- Copies of contracts/agreements.
- Summary of contributions and in-kind donations from partners.
- Copies of apprenticeship, training and services agreements.
- Copies of professional/trade association agreements.
- Description of collaborations with professional organizations and groups such as the Oregon Tradeswomen, Inc. and Landscape Contractors Association, etc.
- Description/examples of professional development materials and strategies for recruitment and retention of students who are nontraditional by gender for that occupation.
- Other documentation/evidence that describes program development.