FY09 CTC OPERATING BUDGET ROPOSALSFY09 CTC OPERATING BUDGET PROPOSALS (IN PRIORITY ORDER) $769,300 AY07 CTC Profile 72 degree programs: 17 Occupational Endorsement Certificates (OECs)

FY09 Addit ional Funds Request Apri l 22 , 2008

Jan Gehler , Dean

COMMUNITY & TECHNICAL COLLEGE

N O N -P E R S O N N E L N E E D S

• $ 50,000 Misc program contrac-tual/commodities increases, largely due to increases in fuel, transporta-tion, food and copier costs

(justification for faculty OL and non-personnel college-wide requests can be found on page 4)

90% of CTC degree

awards are in high demand

job areas

Department Personnel Needs FY08 $ 34,000 Air Traffic Control adjunct faculty

$ 55,000 CERC temp to term staff $ 21,600 CET instructional lab technician

FY09 $ 70,000 Dietetics tenure track faculty $ 67,000 AET term faculty

$ 78,000 CPDS term Math faculty $ 140,000 Aviation flight ops personnel $ 89,600 CTC career & voc tech workforce $ 110,500 CTC student success initiative $ 23,600 Aviation research staff support

All College Personnel Needs $ 30,000 Faculty OL rate increase

items included in the FY08 operating budget request “red-book”

FY09 CTC OPERATING BUDGET PROPOSALS

( I N P R I O R I T Y O R D E R ) $769,300

AY07 CTC Profile

72 degree programs:

17 Occupational Endorsement Certificates (OECs)

21 Undergraduate Certificates

27 Associates of Applied

Sciences (AAS)

1 Bachelor of Arts (BA)

5 Bachelor of Science (BS)

1 Master of Science (MS)

————————————

60 UA Scholars AY08

————————————

252 CTC Dean’s List Scholars

(Fall 07)

————————————

1,433 majors

————————————

76 Faculty:

33 term

43 tenure/tenure track

————————————

290 Spring 07 Adjuncts

————————————

22 Program Advisory

Committees w/

295 members

————————————

1,567 Tech Prep enrollments

2,713 Tech Prep credit hours

————————————

66,674 AY07 SCHRS

Summer 8,081

Fall 31,189

Spring 27,404

————————————

25,685 enrollments

————————————

1,515 course sections

————————————

Average class size: 15.5

————————————

52% of CTC students are taught by adjuncts

————————————

Page 2

The UAA Air Traffic Control Program produces graduates prepared for entry level Air Traffic Control positions as enroute, terminal or air traffic control tower operators. According to FAA projections we are in the second year of a 10 year controller hiring surge. UAA graduates assume positions within Alaska and throughout the United States and its possessions. This program produced 80 graduates in AY2007 with a student enrollment of approximately 200. This request seeks $34,000 to increase the adjunct labor pool for the Air Traffic Control program and additional overload money to fully staff all just to maintain current offerings (funded by one-time-only dollars in FY08.)

Air Traffic Control

Adjuncts 34,000

Computer and Electronics Technologies Department is requesting general funding for a Instructional Lab Technician (ILT). This position serves students in Computer Information and Office Systems (CIOS), Computer Networking Technologies (CNT) and Electronic Technologies (ET) programs. ILT primary responsibility is to assist in manning and maintaining the department’s Instructional Lab. The position provides technical and academic support for courses that are offered through main campus and community campuses. In addition, this position proctors testing for national certification (CCNA, Net +, A+ and CCNP), supports faculty in developing and maintaining Blackboard content,

and maintains departmental data.

Computer & Electronics Technology Instructional Lab Technician $21,600

Since fall 2005, the Chugiak-Eagle River Campus has taken on oversight of targeted Workforce and Professional Education (WPE) offerings for CTC. To execute this project, one existing administrative staff member was reassigned to coordinate WPE efforts and one part-time temporary employee was hired as an aid. The part-time temp position was successfully converted to a term position and filled in FY08. This was accomplished by leveraging additional revenue generated through WPE and Testing efforts. A second temporary position is in need of being converted to term. Both of these positions are critical to maintaining operations at CERC for the foreseeable future. With an estimated 3% growth in academic offerings and at least a 198% increase in WPE and Testing activity this fiscal year, CERC needs the personnel to maintain momentum. CERC has been successful in leveraging existing budget resources and revenue and obtaining SB137 support to help cover this position for two years. It is unknown if SB137 support will continue.

Chugiak Eagle River Campus

$55,000

FY09 Additional Funds Requested by Career Pathway

Due to increased enrollment in Dietetics and Nutrition courses, the Culinary Arts, Hospitality/Dietetics and Nutrition division is requesting one 9 month full time tenure track Dietetics and Nutrition Assistant Professor. For the past 10 years the Dietetics and Nutrition program has been steadily growing, especially in the last five years with the expansion of Nursing and increasing enrollments in the healthcare degrees at UAA. The need for Nutrition courses has burgeoned. Further, with the advent of the Nutrition Minor (2006) and the addition of a nutrition emphasis study area in the Hospitality and Restaurant Management Degree (2008), enrollments may continue to increase. There is 1 full time faculty member and some 7 adjunct instructors who accommodate 700 students per academic year. An additional faculty member is needed to meet demand as UAA’s focus on health programs continues.

Dietetics & Nutrition faculty

$70,000

The Construction and Design Technology (CDT) department requests $67,000 to hire one additional AET 9-month faculty member to relieve the two current faculty members of 21 faculty overloads necessary to continue core instruction in AY08. The Architectural and Engineering Technology program was affected by the addition of the AAS in Construction Management in AY05 and again by the addition of the BSCM in AY07. In AY05 an additional AET student track was added to the daytime schedule, and in AY06 additional sections of the cross-listed foundation courses, 101 and 102 were added. The net result is an increase in the number of core program course sections. Finding additional adjuncts is particularly challenging in this high demand industry because the industry members are, by and large, unavailable. Since AY04, the two full-time AET faculty members (Bennett and McKay) have taught an increasing number of overload credits (52 total with 21 this year alone). Relief is sought through the addition of one AET faculty member.

Architectural Education &

Design faculty $67,000

Page 3

CPDS seeks one term Math faculty to assist UAA in keeping pace with the demand for related instruction in Math. In 2008, twenty Associate or Certificate programs listed MATH 105 as a requirement or specific prerequisite. These programs had an enrollment of 1355 students, with only 22 sections of Math offered for a total capacity of 727 to fill their need. If left unfunded, the demand-supply gap will continue to grow, creating a bottleneck that will not allow students to take Math classes in a timely manner. Only CPDS is able to provide the in-depth teaching and assistance needed for most Associate and Certificate students. The pool of qualified adjuncts is small, and there is no indication that it can grow much beyond its current state. Despite the demand for classes better tailored to the developmental student, CPDS has not added a full-time position in math since the early 1990’s.

CTC requests $110,500 to fund three important student success positions that will directly increase expert assistance to a variety of under-represented student populations. College Preparatory and Developmental Studies (CPDS) requests conversion of a part time Academic Support Advisor to a full time Student Success Advisor to better meet the needs of 1400 students who are often first generation college students, academically or financially challenged, for whom English is a second language, or who are perhaps in need of referrals to Native Services or Disability Services in their day to day academic career. The Learning Resource Center requests conversion of several part time student worker positions with limited work schedules to one regular front counter employee so they may maintain quality in providing their core services of tutor

assistance, study areas, writing/math/computer labs and media services to more than 4000 students each week. Allied Health Sciences requests conversion to general funding of 75% of a Student Success Coordinator (SSC) currently funded through soft (grant) funding. The SSC’s most significant contribution is to support new students through the admission process, initial registration and the first few weeks of a semester and to identify obstacles to student success such as the procurement of books and supplies, third party billing and technological and systematic challenges.

Aviation Research support

$23,600

CTC Student Success Initiative

$110,500

College Prep & Developmental Studies Math faculty $78,000

FY09 Additional Funds Requested by Career Pathway

CTC Career & Voc Tech Workforce Initiative $89,600

The Community and Technical College is requesting $89,600 to fund four proposals important to the expan-sion of our missions in the Career and Technical Education (CTE), Automotive & Diesel Technology (ADT), Weld-ing and Computer and Electronics Technologies departments. Funding will strengthen our ability to better prepare Weld-ing/NDT employees and vocational supervisors and managers across-the-board for their high demand careers in the Alaska workforce. Funding will provide increases to adjunct instruction, faculty chair support, .admin staff and misc. operating sup-port to these career and technical workforce programs.

This request seeks $140,000 for two positions critical to flight training, a component of the Professional Piloting program: a Flight Operations Manager and a Scheduler/Coordinator. These positions are overhead costs necessary for a safe, efficient and well run program and are analogous to lab technicians and tool room supervisors required in other technical programs. Currently, no general fund supports flight operations training, however, with deficits as high as $185,000 in recent years, it is impractical to expect full cost recovery for this program. To pay for the salaries we seek in this request, student flight fees would need to be increased approximately $50 per hour, raising an average flight hour from $200 to $250. Over 4 years and 265 hours, the total additional cost per student could be as much as $13,000--up from $54,000 to $67,000. Core operational support is needed for this high profile program for the university.

Aviation Flight Operations Personnel $140,000

The Aviation Technology Division, General Aviation Research program conducts applied research in mat-ters of significance to Alaskan aviation. Examples of the research portfolio include Automatic Dependent Surveillance Broadcast (ADS-B), commonly known as CAPSTONE, Remote Airport Lighting Systems (RALS) and Unmanned Aerial Surveillance (UAS). The Federal Government’s inability to pass a budget for the last two fiscal years and an ongoing dispute over the reauthorization of the Federal Aviation Administra-tion has had a negative impact on aviation research projects. Our primary customer, the FAA, has been unable to start new programs and this has strained our self-support capability as “old projects” near com-pletion. This request seeks $23,600 GF support for a small portion of our personnel budget to bridge the gap until FAA funding issues are resolved. It will permit the Associate Director for GA Research to devote more man hours to diversifying and securing new projects and funding sources.

Page 4 Community & Technical Col lege

In FY08 the ACCFT contract was finalized late in the budget year, increasing faculty overload rates from $802 to $1,200 per credit. Unfortunately, no budget was provided to the colleges, an additional expense to CTC of roughly $30,000 annually (63 credits Fall ‘07, Spring ‘08.) A meticulous college process reviews all overload approvals closely, however, overloads are increasingly required in programs where adjuncts are difficult to find, such as AET and developmental Math. CTC requests additional general fund to accom-modate this increase in basic instructional expense necessary to maintain current course offerings.

College-wide Operating Needs: Faculty OL Rate Increase

Advancement & Development is one of four college-wide strategic initiatives. We exceeded our 2006-2007 goal and established 13 foundation and endowment accounts for CTC high demand career pathways. Our goal in 2007-2008 is to hire a director, establish a strategic development plan and raise at least $50,000 in new CTC donations. As of March 31, donations total $1M and we’re inter-viewing development director finalists. Long-term development priorities include: 1) facilities and en-hanced space for high demand education in Health and Aviation and in Culinary Arts, Transportation and Power, and Health, Physical Education and Recreation; 2) endowed or visiting faculty chairs in Construction and Design, Aeronautical Sciences and Applied Aviation Research, Culinary Arts, Hospi-tality, Dietetics and Nutrition, and Developmental Education; and 3) instructional equipment for high demand career and technical education with focus on Aviation, Culinary Arts and Technology (Welding, NDTesting, Power Generation, Design Labs, CNT labs).

Development efforts are helping to diversify funding sources and achieve goals without GF funding

In FY04, CTC scrubbed every department budget clean in response to a large cut to general fund. Since then, departments have been increasingly challenged to pay basic operating needs as they increase each year. Phones, food, copiers, costs for steel and gasses, have all increased, some rising significantly this year in response to much higher fuel and transportation costs. CTC requests $50,000 to adjust twelve division operating budgets. The Culinary Arts/Hospitality and Dietetics and Nutrition division alone requests $15,000 for increases in instructional supplies such as flour, the cost of one 50 lb sack rising from $20 last year to $40 in FY08. Our Welding and Nondestructive Testing program requests $9,600 to cover the increase in steel and gas costs impacted by worldwide demand and higher fuel costs. CPDS requests $2,000 to cover increased office equipment maintenance contracts and increased volumes in copies and other expenses impacted by more class offerings. CET requests $2,150 to cover cell phone expenses and other contractual and commodities line items. The Construction and Design Technology department requests $12,600 to cover expense in-creases such as printer and plotter paper costs. The Aviation Technology division requests $6,500 for in-creases to copy and computer lab paper, copier lease increases, etc…. Where appropriate, increases in student fees will be researched and implemented, however, several pro-grams are already constrained by high course fees that heavily burden student success and many central operational expenses cannot be charged to students through fees.

College-wide Operating Needs: Contractual/Commodities

Page 5

80% of CTC’s budget is used to hire faculty and staff and so any decrease in budget will require substantial planning to minimize reductions in ser-vice and instruction. Five years ago, when the college’s budget was cut $607,000 over two years, the decrease in general fund was covered with carry-forward and salary savings in the first year, and then a strategic review of every program org was made, account code by account code. Dept budgets were scrubbed of all excess, and, all travel, professional development, IT support and equipment funds were centralized and reduced. Program closures and downsizing were implemented in the following fiscal year.

CTC suggests following a similar process in FY09 if cuts are implemented. We will substantially reduce centralized equipment, marketing and professional development funding pools first, use carry-forward funds and FY09 salary savings to cover the remaining amount in the first year. Then, we will use the strategic planning process already in place to determine where programs cuts can be made, or additional revenues can be found. Program reductions will be made in FY10.

Since FY04, CTC has continually shifted internal college resources to support higher priority programs. We have eliminated programs such as the Adult Learning Center, downsized the Massage Therapy program and our Workforce and Professional Education division, cut back fac-ulty in the Electronics, MSVE and Aviation Maintenance Technology departments, moved Allied Health Pharmacy Tech faculty and an administrative assistant position to soft grant funding, and decreased the Dean’s office staff. These funds were then shifted to hire faculty in the high demand programs of Air Traffic Control, Prof Piloting, Computer Network Technology, and Developmental Studies Composition, and to hire academic support positions such as a Med Lab Tech technician, an automotive tool room tech, an ATC lab tech, an Aviation division admin assist, an Eagle River campus budget tech, and a grants/development officer.

In recent years, CTC has received additional funding from SW for specific initiatives, most nota-bly $400,000 to shift several Allied Health program positions from “soft” Denali Commission grant funding to general fund. Initiative funds are purpose specific and cannot be shifted to other priorities. Frequently these funds replace one-time-only funds already in place and do not increase capacities. Other changes in personnel have provided unusual and one-time-only sal-ary savings, however, the college now needs additional general fund to support growth in in-struction that cannot be covered by SW initiatives or one-time only funding.

For every cut to a program there is an offsetting loss of tuition, however, give us a year to strategize and we will implement the needed cuts.

Strategies to implement a decrease in base budget

Page 6 CTC Per for mance Measures

• The CTC Directors and Chairs Team has completed the college Strategic Enrollment Management (SEM) plan. A SEM Coor-dinator has been hired to direct the college’s focus on student recruitment, retention, achievement and performance.

• CTC continues to monitor SCHRS, capacity and enrollments closely through the monthly management report process.

• Annual budget planning asks departments to project metrics associated with performance based budgeting, such as SCHRS, enrollments, cost per credit hour and # of graduate awards.

• Career Pathway planning focuses units on increasing funding from external resources such as industry partner donations and grants and contracts proposals.

Progress toward implementing performance based budgeting...

AAS, cert and OEC awards are up in Fire & Emergency Services, Pharmacy Tech, Aviation Maintenance, CET, CM, Culinary, and Weld-ing. Baccalaureate awards are up in Aviation and Technology.

SCHRS are increasing in many CTC divisions, including CERC, CPDS, Military programs, Culinary Arts, Dietetics & Nutrition, Con-struction and Design and Computer & Electronics Technology.

Forecast continued modest increases for retention in CTC’s six high demand BS/BA degrees, as well as in associate and certifi-cate programs.

Research dollars have been vastly impacted in aviation research due to delays in annual federal budgets and FAA reauthorization.

Decreases in aviation Capstone and observer training contracts, as well as decreases in fee revenue, were slightly offset by gains in foundation accounts and tuition increases in FY08.

High Demand Awards

172210

250 276 307339

2% 22% 19% 10% 11% 10%0

100

200

300

400

FY03 FY04 FY05 FY06 FY07 FY08 est

SCHR Growth

5721063743 64964 68221 66674 68196

6% 11% 2% 5% -2% 2%0

20000

40000

60000


FTFT Retention- Assoc

52.865.1 65.5 59.6 64.8 65

0% 23% 1% -9% 9% 0%0

20

40

60

80


FTFT Retention- Bachelor

56.665.9 65.2 62.4 64.6 65

11% 16% -1% -4% 4% 1%0

20

40

60

80


Research $

172

413

564491

10550

30% 140% 37% -13% -79% -52%$0

$100

$200

$300

$400

$500

$600


Univ Generated Revenue

13786

10149 9647 10221 10682 11387

14% -26% -5% 6% 5% 7%$0

$4,000

$8,000

$12,000

$16,000


%

%

(000’s)

(000’s)

Budget Strategies

• Prioritize equipment, space and new position allocations through the Directors and Chairs Team (DCT).

• Distribute carry forward funds first to projects that leverage resources.

• Centralize all equipment, marketing, travel, computer and professional develop-ment expenses.

• Collaborate with industry partners, through career pathway planning and active advisory board participation.

• Reallocate personnel re-

sources when retirements, division reorganizations, or program review provide op-portunity for restructure.

During the budget planning process, each unit submits:

1. annual operating review details:

• Performance against prior year goals

• Forecast goals for next year

• Metrics projections: SCHRS, enrollments, % capacity, cost per credit hour, and number of graduates.

2. prioritized request for additional budget:

• Focuses the search for inter-nal and external funding on

highest priority needs.

Annually, leadership reviews all programs against meas-ures of distinction: Production Cost Demand Quality … to determine ability of units to reach college and university goals.

●

Monthly, leadership reviews each unit’s management report for: • Progress against perform-

ance targets

• Actual budget performance

Page 7

CTC B U D G E T P L A N N I N G P R O C E S S

Apr i l 22 , 2008

How the career pathway plan-ning model serves CTC: • Focus on industry by bringing

them to the table early and often

• Provide a primary vehicle to state our needs and facilitate Founda-tion accounts (fund raising)

• Provide case statement for other external funding sources and opportunities

• Assist in decisions related to facility needs

• Increase collaboration be-tween programs and across campuses

• Manage growth and make sound decisions based on demand

• Focus on true demand and share resources in a global sense, rather than on individual program basis

CTC is responding to performance based budgeting by asking each career area to project and review metrics in the an-

nual planning proc-ess and then review

progress through monthly manage-

ment reports.

8 Career Pathways Allied Health

Aviation/ AFROTC Career & Technical Ed Construction & Design Computer Technology

Culinary Arts Health, PE, & Rec

Transportation & Power

4 Student Success & Service Units

College Prep & Develop-mental Studies/LRC

Military Programs Chugiak Eagle River Observer Training

C A R E E R P AT H WAY S T R AT E G I C P L A N N I N G CTC Mission Goals:

• Student Success

• Programs of Distinction

• Partners in Progress

What is Career Pathway Planning?

The career pathway planning model moves away from planning solely around individual program needs and, instead, focuses on how CTC as a whole serves industry and students. More importantly, it takes a step be-yond status quo and allows us to identify areas of potential growth, strategies for achieving growth goals, and resources needed to accomplish these goals in an integrated way through the year 2012.

For example, in order to serve the construction industry in Alaska, CTC delivers educational opportunities to students in Architectural Engineering & Technology (certificates and AAS), Construction Management (AAS), Welding and Nondestructive Testing (certificates and AAS), and Appren-ticeship Technologies (AAS). This cluster of programs will collaborate to establish a plan on how they collec-tively and individually contribute to meeting student and construction industry needs.

Page 8

FY08 Budget Notes: CTC will likely carry forward approximately $300,000 into FY09. Salary savings from the delay in hire of several admin and faculty positions have contributed to the current lapse. CTC committed this year to use large portions of the FY08 and FY09 carry forwards to fund three of CTC’s highest budget priorities that were not funded in the FY08 budget process. We committed to fund these proposals for two years using one-time-only money until general funds can be found. They include an Air Traffic Control faculty position, an administrative as-sistant at the Chugiak-Eagle River Campus, and an instructional lab technician for the Com-puter and Electronics Technology division. We may also need to use carry forward funds to support an increase in the ACCFT faculty overload rate (unbudgeted in FY08), basic operating costs for previously supported IT approved computer labs and significant increases in contrac-tual and commodities expense due to increases in fuel, food, copier and other inflationary in-creases in operational costs.

Major Budget Unit: Community and Technical College

Year to Projected TotalExpenditures: Adjusted Date Exp to YTD and Budget

Budget Activity Year End Projections Variance

1000 Salaries/Ben 15,388,554 9,423,657 5,387,215 14,810,872 577,682 2000 Travel 141,575 85,272 45,797 131,069 10,506 3000 Contr Svcs 1,508,260 1,112,747 537,227 1,649,974 (141,714) 4000 Commdty 1,266,656 807,552 569,804 1,377,356 (110,700) 4500 Resale 3,508 3,508 (3,508) 5000 Equipment 143,335 143,564 15,000 158,564 (15,229) 6000 Fin Aid - - 7000 Overhead - - 8000 Misc 2,500 (75,898) 13,297 (62,601) 65,101

Total Expenditures 18,450,880 11,496,894 6,571,848 18,068,742 382,138

Year to Projected TotalRevenues: Adjusted Date Exp to YTD and Budget

Budget Activity Year End Projections Variance

9100 Tuition 7,150,795 6,421,158 729,637 7,150,795 - 9150 Lab Fees 1,539,724 1,231,102 263,716 1,494,818 44,906 9210 Gen Fund 8,677,464 8,677,464 8,677,464 - 9700 Aux Receipts - - 9801 Interest Income - - 9802 Overhead 187,969 75,448 24,766 100,214 87,755 9900 Intra Agency Rcpt 47,000 30,739 8,900 39,639 7,361 9960 CIP Receipts - -

Other 93/94/95/98 847,928 710,392 227,635 938,027 (90,099) Total Revenues 18,450,880 17,146,303 1,254,654 18,400,957 49,923

Net Surplus/(Deficit) 332,215

Where we are now…..

FY09 CTC Operating Budget Request CTC Aviation Technology ATC Adjunct Expense Requested by: Rocky Capozzi, April 15, 2008

A. Program Description

This request seeks $34,000 to increase the adjunct labor pool for the Air Traffic Control program and additional overload money to fully staff all sections of courses slated for the Fall 2008 and Spring 2009 semesters.

This request aligns with PBAC Priority A, Strengthen and Develop Total Instructional Program with an emphasis on building depth, reinforcing success and ensuring sustainability in programs that support preparation for high-demand careers. PBAC specifically identifies Aviation among the high-demand careers. Aviation also responds to high student demand. Program Purpose: The UAA Air Traffic Control Program produces graduates prepared for entry level Air Traffic Control positions as enroute, terminal or air traffic control tower operators. Graduates assume positions within Alaska and throughout the United States and its possessions.

Market Demand: According to FAA projections we are in the second year of a 10 year controller hiring surge. Last year, the FAA hired 1,800 controllers and will hire a similar number this year. All 23 CTI schools combined produced about 1000 graduates last year. The driving force behind this controller hiring boom is demographics. A large portion of the controller force will reach mandatory retirement (56) within the next 5 years. UAA is one of 23 FAA certified Air Traffic Control Collegiate Training Initiative (CTI) schools. ATC graduates enjoy virtually a 100% hire rate by the FAA.

B. Strategic Priority

Priority A: This request supports PBAC strategic priority A (Strengthen and Develop Total Instructional Program). Specifically, it reinforces success and ensures sustainability in a program that prepares students for high-demand career in Aviation (Air Traffic Control). Priority C, Expand Educational Opportunity and Increase Student Success: This requested funding provides the necessary level of adjunct support for the ATC program to ensure course offerings remain on track and students graduate as scheduled.

C. Performance Measures

High Demand Degrees Awarded: These funds will help maintain one of the most successful programs at UAA. This program produced 80 graduates in AY2007 with a student enrollment of approximately 200. Because CTC funded an additional Term Faculty / adjunct for Fall 2007 and Spring 2008, the program is on track to produce about 75 graduates in AY2008. First-Time Full-Time Retention: The ratio of graduates to enrollment (80:200 in AY2007) indicates a very high first-time, full-time retention. Fully supporting this program should enable continued high retention rates. ATC Credit Hours and Headcount should be sustainable at their current level by funding the necessary ATC adjuncts.

D. Demonstrate how the program optimizes existing capacity and expertise throughout the system.

UAA is the only campus in the system that offers Air Traffic Control studies or degrees.

E. Demonstrate quantifiably the impact this program will have on efficiency

and productivity ratios within the department, campus and MAU.

Efficiency and productivity ratios should remain constant.

F. What investment, if any, is the department prepared to make in this initiative in addition to the funds requested from outside the present department budget?

Due to a rapidly expanding program over the last 7 years (185 to 500+ students), aviation has very little flexibility in its budget. Full-time faculty grew from 9 to 12 briefly and has declined back to 11. Two of the new faculty positions created were in Air Traffic Control. CTC paid for these faculty increases by redirecting GF from other programs. No new GF has been directed to aviation during this period of spectacular growth.

G. FY09 GF and NGF Request $34,000 GF is requested. As this is a sustainability request, we do not anticipate generating additional revenues.

H. Priority Ranking

This request is the Community and Technical College’s #1 priority. I. Total Operating Expense Requested $34,000

Personnel expense $34,000 additional adjunct and overload credit expense

FY09 CTC Operating Budget Request CTC Chugiak-Eagle River Campus Admin Position Requested by: Pete Risse, April 15, 2008

A. Program Description The Chugiak Eagle River Campus (CERC) requests $55,000 to convert one temporary administrative assistant position to a regular term position. This request was included in the FY09 UA operating budget request (red-book) to the legislature in the student success category, however, it did not receive funding. With a staff of 4 permanent, 2 term, and 2 extended temporary staff, the Chugiak Eagle River Campus (CERC) produces over 15,300 SCHRS annually. This represented 24% of all SCHRS produced by the Community and Technical College (CTC) in FY2007. The campus also partners with industry on several workforce related contractual agreements that address specific industry needs and place students in high demand careers in a responsive and efficient manner.

CERC reached a Fall 2007 enrollment of 6,880 SCHRS, with a head count expected to exceed 5,000 for the year. Academic offerings included 110 credit sections in 40 different subject areas. An additional 66 non-credit and CEU classes and nearly 350 professional tests have also been administered during this time through the ACT Test Center.

CERC is highly efficient with costs averaging $124 per SCHR in FY07.

Since Fall 2005, the Chugiak-Eagle River Campus has taken on oversight of targeted Workforce and Professional Education (WPE) offerings for CTC. In order to execute this project, one existing administrative staff member was reassigned to coordinate WPE efforts and one part-time temporary employee was hired as an aide. One part-time temp position was successfully converted to a term position and filled in FY08. This was accomplished by leveraging additional revenue generated through WPE and Testing efforts. A second full-time temporary position is in need of being converted to term. Both of these positions are critical to maintaining operations at CERC for the foreseeable future. With an estimated 3% growth in academic offerings and at least a 198% increase in WPE and Testing activity this fiscal year, CERC needs the personnel to maintain momentum. Productivity at CERC is enabled by staff and adjunct faculty resources. Regular faculty are not part of programming at this location and investments in staffing resources provide a direct impact and contribution to classroom support and instruction here.

Additional contracts are being finalized with BP Alaska at this time and will commence on May 1, 2008. The training needs of this single large industry partner require that CERC maintain the personnel resources currently available. Past successes with this partner have resulted in continued growth of their relationship with CERC, CTC, and UAA. Current efforts are underway to tie

CERC’s contractual training and employee screening services for BP to a broader expansion of the CTC Apprenticeship Technologies and Bachelor of Science, Technology programs. This expansion will also include additional partners in the oil and gas industry. This connection to other programs within CTC and the expansion of the existing relationship with BP addresses specific priorities identified in the CERC Career Pathway Plan for FY2008 and 2009 and is part of a longer term strategy to increase connections between CTC programs.

CERC is asking for general funds that will enable the campus to maintain a full-time term position. This move will provide the staff support necessary to ensure smooth operations and growth in both academic and workforce development efforts.

CERC has been successful in leveraging existing budget resources and revenue and obtaining SB137 support to help cover this position for two years. CERC is uncertain that SB137 support will continue in FY09. Because of the uncertainty regarding continued SB137 support, CERC is submitting a single funding request for consideration, $55,000 is estimated to meet the need. Any unanticipated costs associated with maintaining this position will be covered through increased revenue generated via workforce and professional education and testing efforts.


Strategic Priorities addressed funding this proposal: Priority A, Strengthen and Develop the Total UAA Instructional Program: Funding this proposal strengthens CERC’s ability to continue attracting new WPE opportunities while reinforcing staff support of current academic offerings at this campus. Individuals participating in WPE offerings at CERC receive job specific training enabling them to move forward on their career pathway. Through the CTC career pathway planning process, CERC has worked to collaborate closely with the local community and our industry partners to maintain relevant academic and workforce development related programming for major employers. Efforts here are carefully coordinated and needs effectively assessed so that resources and effort are not wasted on unnecessary projects. The staffing position funded by this proposal is critical to maintaining and building on the strengths that have been achieved at CERC. Priority C, Expand Educational Opportunity and Increase Student Success: This position supports CERC enrollment management including daily tracking of enrollment trends during registration periods. Support of this funding provides staffing necessary to maintain intensive enrollment management at CERC. These efforts frequently lead to rapid adjustment of schedules to meet the greatest needs of UAA students. Schedule adjustments resulting from the data collected by staff allow CERC to offer the highest demand GER’s and enable students to more efficiently navigate their educational goals from entry to completion.

Priority D, Strengthen the UAA Community: Maintaining adequate staffing levels at CERC enables the campus to continue efforts that increase collaboration between programs and campuses. To date, WPE efforts have resulted in cooperative agreements between CERC, KPC, and TVC to accomplish specific workforce development projects for BP Alaska. These projects in turn have resulted in new connections and opportunities for other CTC academic programs including Apprenticeship Technologies and the Bachelor of Science, Technology. Adequate staffing levels at CERC also enable the campus to continue meeting current contractual relationships and allow the campus to explore additional opportunities. Revenue generation from these relationships is significant. For instance, a new contract agreement with BP that will commence on May 1, 2008, could generate as much as $500,000 over the next 26 months. Appropriate staffing levels are essential to meeting these agreements. Priority E, Expand and Enhance the Public Square: In order to serve its industry partners effectively, CERC efforts in WPE and Testing have led to the development of a national model of ACT WorkKeys test coordination with centers at community colleges and universities across the country. To date, CERC has developed cooperative relationships with ACT testing centers in at least 30 other states. This effort, by a very small staff, has gathered national attention from ACT who is now evaluating CERC’s innovative coordination strategy to create a new networking capability previously unavailable. CERC and UAA have led the way on these efforts. Maintaining staffing levels at CERC provides the tools needed to move forward with similar efforts and enhances UAA’s reputation and connections beyond Alaska.


Performance Measures Met by funding this proposal: Goal 1, Student Success: Continues placing students in good jobs, increases partnerships with major employers and provides additional internship programs. This proposal provides the staff necessary to maintain a strong partnership with major oil producers including BP Alaska, CH2M Hill and Alyeska Pipeline. Approximately 350 individuals have been provided pre-employment screening tests by CERC so far this fiscal year. These individuals must take this screening in order to be placed in jobs on the North Slope where up to 100 jobs will be filled. Wages for these positions average between 100K and 150K annually. By leveraging CERC’s existing partnership with BP, CERC will help coordinate additional efforts to tie this relationship to new Apprenticeship programs within CTC. BP is currently partnering with CH2M Hill, and Alyeska Pipeline to develop a new Apprenticeship program. CERC and Faculty from the Apprenticeship Technologies program have met with BP and begun the process of developing new Apprenticeship programs for Alaska. This effort also includes representatives from both the Alaska and U.S. Department of Labor offices.

Goal 2, Educational Quality: This proposal helps emphasize the community college mission and provides staff support for entrepreneurial program development by enabling CERC to maintain, develop, and support workforce development programs and agreements with the community and major industry partners. CERC has a proven record of providing responsive solutions to academic programming needs and workforce development. Through intensive daily monitoring of course offerings and enrollment management throughout registration periods, CERC has been able to adjust to the need for Tier 1 and 2 GER offerings by adding or retracting course offerings as each registration period progresses. These efforts have enabled the campus to improve overall scheduling practices based on solid data collected each semester. This allows CERC to serve the needs of the student so that they more efficiently meet their educational goals. Staffing resources at CERC have enabled the campus to move from nearly zero productivity in WPE and Testing during FY2005 to offering over 66 workforce related courses and testing approximately 350 individuals to support the contract with BP so far in FY2008. The campus depends on quality staffing resources to move these entrepreneurial programs forward successfully. Early successes in CERC’s entrepreneurial efforts are now bringing forward opportunities to grow academic programming such as Apprenticeship Technologies to meet specific industry partner needs. Funds provided to CERC provide an excellent return on investment year after year and will continue to do so. Goal 3, Research Excellence: This proposal is not directly targeted to research. It does provide an opportunity to capture Alaska-specific opportunities for the State and University by supporting entrepreneurial efforts that could be leveraged into new research collaboration with industry including the development of improved hiring practices based on methods developed and approved by industrial psychologists and data being collected through CERC participation in BP’s hiring initiatives. Goal 4, Faculty and Staff Strength: Funding this request helps ensure excellent administrative practices are integrated with the university’s strategic priorities by enabling CERC to be responsive and efficient while addressing student success and partnering with industry. Goal 5, Responsiveness to State Needs: This proposal enables CERC to continue assessing and meeting Alaska’s current and projected workforce needs in a controlled process based on data and proven demand, builds community engagement programs by allowing staff to engage with the community in relevant needs based ways, and enhances responsiveness to workforce needs by enabling CERC to be responsive and flexible in its programming and delivery. Engagement with the local community is a high priority at CERC. Efforts include supporting staff volunteerism in the community for a variety of programs important to building a stronger community and relationship with UAA. Staff members are fully engaged with the local Chamber of Commerce and support the

annual Bear Paw and Winter Wonderland festivals, participate in weekly reading assistance programs at a local elementary school, volunteer as servers for Dare to Care, a summer lunch program for low income children, and a variety of other needs as they arise. Each of these opportunities elevates UAA’s profile in the Chugiak-Eagle River area and builds strong community support for this important UAA campus. CERC acts as a doorway to CTC and UAA through its responsive, service oriented interactions with community and industry partners. The relationships built at CERC help leverage additional opportunities not only at this location, but across CTC and onto UAA as a whole. Goal 6, Technology and Facility Development: Funding of this proposal will enable CERC to continue exploration of privatization and partnering with industry and community partners. Newly developed contractual relationships with partners like BP are enabling the CERC to expand the local facility to help support training and hiring of BP employees. The costs associated with construction and new leasing will be borne completely by BP but will allow CERC to use those facilities as needed. At no cost to UA, CERC will have expanded its facility to meet partner needs while enabling the campus to expand other opportunities that will again improve student success. Goal 7, Diverse Sources of Revenue: Funding an adequate staffing level at CERC will enable the campus to continue diversifying revenue sources. Revenue generated through existing and developing contractual relationships has the potential to exceed $500,000 over the next 26 months. It is essential that staffing levels be supported at CERC so that these estimates can be realized without damaging the campus’s ability to respond and move forward.

D. Demonstrate how the program optimizes existing capacity and expertise

throughout the system.

The Chugiak-Eagle River Campus (CERC) serves over 5,000 students annually. This campus addresses a specific community need by offering evening and weekend classes that typically meet once each week. This alternative scheduling allows working adults with families to pursue their academic goals without interrupting other life commitments. The CERC serves other UAA departments and divisions by providing additional capacity for high demand General Education Requirements (GER) and serves the local Chugiak-Eagle River community by providing both academic credit and non-credit courses for personal enrichment and interest. The CERC shares a unique but informal partnership with the Anchorage School District that allows approximately 50% of current offerings to be held at the local Chugiak and/or Eagle River high schools. Because of this arrangement, CERC has the space capacity to expand course offerings well beyond current levels. Over 80% of the adjunct faculty members currently used by CERC have taught for more than 11 semesters. Many of these individuals have been teaching at this location for over 10 years and have built reputations for quality that draw students to their classes. New instructors are carefully screened in cooperation with the appropriate academic department at UAA.



The Chugiak Eagle River Campus (CERC) currently produces over 15,300 SCHRS annually. This represented 24% of all SCHRS produced by the Community and Technical College (CTC) in FY2007. CERC reached a Fall 2007 enrollment of 6,880 SCHRS, with a head count expected to exceed 5,000 for the year. Fall 2007 academic offerings included 110 credit sections with an additional 66 non-credit and CEU classes. Following a Summer 2007 expansion, the campus now operates at approximately 66% capacity with the majority of the traditionally high demand GER course offerings (English, math, science, communications, etc.) at 100% capacity. CERC is a highly efficient operation where the total program cost per student credit hour averaged $124 in FY07. This is in comparison to the CTC college average program cost of $297 per SCHR.

F. What investment, if any, is the department prepared to make in this initiative

in addition to the funds requested from outside the present department budget?

Due to the focus of this request on additional funding to maintain existing staffing levels, no investment of existing departmental funds is available for the initiative. CERC continues to seek new efficiencies in order to most effectively use the resources currently available.

G. FY09 GF and NGF Request

Provision of this funding will enable the CERC to move ahead with expansion of credit and non-credit delivery in high demand career areas critical to resource development within the state. Ongoing contracts with companies like BP Alaska are in the process of revision and require significant expansion of services delivered. Maintaining at least the current staffing level is critical to successful execution of these agreements and the continued success of core academic delivery and support. The anticipated cost to cover the expense of maintaining the current staffing level including benefits is $55,000

H. Priority Ranking

This request is the Community and Technical College’s priority #2

I. Total Operating Expense Requested $55,000

Personal Services: 1 Administrative Assistant, Grade 75, Step 5 Base Expense: $33,571 (plus benefits at 63.7%)

Total Funding Requested: $55,000

FY09 CTC Operating Budget Request CTC CET Instructional Lab Technician Requested by: Kim Griffis, April 15, 2008

A. Program Description.

Computer and Electronics Technologies Department is requesting $21,600 for an Instructional Lab Technician (ILT). This position has become vital to the department in serving students for all its program areas: Computer Information and Office Systems (CIOS), Computer Networking Technologies (CNT) and Electronic Technologies (ET) as well as other UAA programs. The ILT’s primary responsibility is to assist in manning and maintaining the department’s Instructional Lab. The position provides technical and academic support for courses that are offered through UAA and it’s community campuses. In addition, this position proctors testing for national certification (CCNA, Net +, A+ and CCNP), supports faculty in developing and maintaining Blackboard content, and maintains departmental data.

The CIOS program purpose is to prepare entry level, experienced or work force re-entry level office workers to successfully engage in business office environments where communication, technical, organizational, interpersonal and teamwork skills are essential to business success. Alaska Department of Labor data indicates that the administrative assistant profession will see continued growth through 2014 with an increase of over 600 jobs. Instruction Lab Technician

o Purpose: This position primarily supports CIOS, but it also supports all CET programs. The ILT’s primary responsibility is to assist in running and maintaining the department’s instructional computer lab. The ILT assists students with technical and academic questions in courses offered through the UAA campus and community campuses, which include all conventional, open-entry, and online courses. The ILT assists faculty with course materials and development tasks and entering information in Blackboard. This position also assists with contacting students on open-entry course issues and requirements and managing department data. In addition, the ILT proctors national certification testing for CCNA, Net+, A+ and CCNP.

o Demand: CIOS is increasing the number of online course offerings in addition to the self-paced courses currently available. Since Fall 2003, the program enrollment has increased from 148 to 361 students (duplicated headcount). This lab also supports students from other programs and students enrolled in community campus courses. The instructional lab technician also assists with certification testing, equipment repair, and lab maintenance.

B. Strategic Priority This program supports the following priorities: Priority A: Strengthen and Develop the Total UAA Instructional Program 1. To build a university of first choice distinguished for excellence in teaching

and learning and to become a leader in undergraduate and graduate education centered on professional and craft practice, academic research or creative expression, we will build, depth, reinforce success and ensure sustainability in programs that support student success, general education, workforce development, preparation for high-demand careers or respond to high student demand. o Open-entry courses constitute 80 % of all CIOS enrollments, and students rely

heavily on the instructional lab for academic and software application support. With 1.25 faculty, the department would not be able to keep the lab open enough hours to serve students needing assistance.

Priority C: Expand Educational Opportunity and Increase Student Success 3. To become a university nationally recognized for expanding educational

opportunity and increasing student success, we will assure that open access leads to enhanced opportunity by continuing to improve our rate of retention and completion of educational goals. o CIOS offers courses that fit better into adult learners’ personal and

professional needs. Lab hours from 10:00 a.m. – 7:00 p.m. on Mondays and Wednesdays and from 10:00 a.m. – 5:00 p.m. on Fridays and Saturdays offer students the opportunity to access the lab on their own terms.

o Students also come to the CIOS lab for assistance in learning Blackboard, registering for classes and basic assistance in navigating UAA technology. The ILT works one-one-one with students to orient them not only to their coursework, but also the UA system.

o The CIOS lab is one of the few labs on campus that offer instructional support. Other campus labs do not offer assistance with software or course material. When students have challenges, they come to the lab for help.

Priority D: Strengthen the UAA Community 6. To make the best of the opportunities and challenges that lie ahead, we must

focus our attention on building and strengthening the UAA community as a whole. To build an institution distinguished as a diverse, engaged community of students, staff, faculty, alumni, and schools, colleges and campuses, we will build an institution recognized for its collaborative efforts between and among programs, schools, college, campuses and universities.

o The CIOS department coordinates with UAA community campuses to provide

support for students enrolled in their classes. Additionally, many CIOS courses are articulated with the statewide Information Technology Specialist program offered through the UAF Tanana Valley Campus. CIOS coordinates online class schedules to accommodate community campuses with low enrollments and coordinates specific course requirements such as software and testing.

C. Performance Measures Student Credit Hours and Headcount: The current CET student enrollment has increased 12 % from 2007 to 2008. This position helps serve these students. With an increase in online and self-paced course options, we expect to continue to see an increase in SCHRS by 3-5 % and the number of students using the lab. High Demand Job Area Degrees Awarded: CET graduated 20 students in 2007. However, due to the nature of the information technology industry, students tend to register for the courses they need and take their skills directly into the workplace after a few classes. CIOS will implement curriculum changes in Fall 2008 and CET expects to increase the graduation rate by 25% or 25 students in AY09 and 50% or 30 students in AY10 due to students taking advantage of new department Occupational Endorsement Certificates (OEC)s.


CIOS coordinates with UAA community campuses to provide support for students enrolled in their classes. Many CET courses are articulated with the statewide Information Technology Specialist program offered through the UAF Tanana Valley Campus. CIOS coordinates online class schedules to accommodate community campuses with low enrollments. The instructional lab and this position support all CIOS students with software applications and instructional support and coordinates with community campuses to meet specific course requirements.

E. Demonstrate quantifiably the impact this program will have on efficiency and productivity ratios within the department, campus and MAU.

Since the instructional lab technician is well-versed in most CET courses, this position offers faculty flexible time to increase advising appointments and class preparation time while allowing students to seek assistance when they need it. Faculty can use the time to handle student issues and questions in online and self-paced courses. The ILT can answer most student questions and provide one-on-one instruction for self-paced courses when students need it.

The CET student/faculty ratio 13:1

Cost per student: $492 ($664,249 CET F08 expense/1349 CET enrollment)

Cost per SCHR for AY07 : CET: $ 240 CIOS $221 CNT: $193 ET: $376*

Cost per SCHR for AY08 *Enrollment is currently suspended in this program

CET: $219 CIOS $196 CNT: $145 ET: $523*



Approximately $18,000 has been budgeted within the CIOS budget to contribute to the cost of this position.


Amount of GF requested: $21,600

H. Priority Ranking


I. Total Operating Expense Request $21,600 Personnel expense $21,600 - salary and benefits for a full-time, 10.5-month instructional lab technician

FY09 CTC Operating Budget Request CTC Dietetics & Nutrition Faculty Requested by: Tim Doebler, April 15, 2008

A. Program Description Culinary Arts and Hospitality/Dietetics and Nutrition offers an Associate of Applied Science degree in Culinary Arts and a Bachelor of Arts in Hospitality Restaurant Management degree. The program maintains the only official, American Dietetic Association (ADA) Clinical Dietary Internship program in the State of Alaska. The program also offers a Nutrition Minor.

Due to increased enrollment in Dietetics and Nutrition courses, Hospitality/Dietetics and Nutrition is requesting $70,000 for one 9-month full time tenure track Dietetics and Nutrition Assistant Professor.

For the past 10 years, the Dietetics and Nutrition program has been steadily growing. But, in the last 5 years (see attached enrollment figures document derived from BANNER), especially with the expansion of Nursing and increasing enrollments in the healthcare degrees at UAA, the need for Nutrition courses has burgeoned. There is 1 full-time faculty member and some 7 adjunct instructors who accommodate some 700 students per academic year. Further more, with the advent of the Nutrition Minor (2006) and the addition of a nutrition emphasis study area in the Hospitality and Restaurant Management Degree (2008), enrollments will continue to increase. Another two sections of DN A203 could be added to the course offering for the academic year and easily be filled with an estimated 60 nursing majors. This would bring our enrollment to 760 students per academic year. In addition, a Nutrition emphasis track is being added to the B.A. degree and will further impact these courses. The entire Dietetic and Nutrition program rests on 1 full-time faculty member. During our next accreditation review, the full-time to adjunct instructor ratio may be a concern.

B. Strategic Priority Additional funding would make it possible for the program to remain a program of excellence and continue to better meet the Dietetic/Nutrition requirements for the growing number of students in the following majors: Culinary Arts, Dental Hygiene, Dental Assisting, Dietetic Internship (Graduate Certificate), Early Childhood Development, Hospitality Restaurant Management, Health, Physical Education and Recreation, Medical (WAMI), Med. Lab Tech., Nursing and Nutrition Minors. Additionally, all of these courses are innovative in that they are offered on-line and meet the needs of many UA students throughout Alaska and they are, of

course, also offered in the traditional classroom setting at the Chugiak-Eagle River Campus, the Mat-Su Campus, and at the main UAA (Goose Lake) Campus. By remaining a program of excellence; the program would continue to promote UAA 2017 and would specifically Strengthen and Develop the Total UAA Instructional Program, Expand Educational Opportunity and Increase Student Success, Strengthen the UAA community and the UA Community and finally Expand and Enhance the Public Square by engaging an training for the Alaska Healthcare Industry.

C. Performance Measures Please see above comments and an attached DN statistics chart regarding enrollment figures for the past 5 years.

D. Demonstrate how the program optimizes existing capacity and expertise throughout the system. This program has an average of 700 students enrolled each academic year (Spring/Summer/Fall). It offers courses in both the traditional classroom and online. In each academic year, there are a total of 24 courses offered on-line. So, very little “real” classroom space is needed. Currently one office space is available for another full-time faculty member.


and productivity ratios within the department, campus and MAU. The on line nutrition courses faculty/student ratio ranges from 25-45 and in the traditional classroom setting the faculty/student ratio ranges from 45-65. Classes fill and it is noteworthy to mention that no nutrition courses have been canceled in the last 5 years due to low enrollment. The courses fill and if we were to add an additional section of DN A203 each semester (Spring/Summer/Fall) it would fill due to high demand, especially by healthcare majors



The department will be able to release several credits of adjunct budget, approximately $15,000, toward the total $85,000 expense of one additional faculty.


The amount of general funds requested is $70,000 for a new full time Dietetics and Nutrition Assistant Professor. The position would teach 4 courses each semester with an estimated enrollment of 320 students for a total of 960 credits. This would generate $128,860 in non-general funds from tuition (320 x 3 = 960 x $134.00 = $128,640). Additionally,

4 courses would be on-line courses and would generate telecourse fees each semester of approximately $2,660.

H. Priority Ranking This request is the Community and Technical College’s priority #4

I. Total Operating Expense Request $70,000 Personnel expense $85,000 - one nine-month (full time), tenure track faculty position

-($15,000) – less savings from adjunct expense $70,000 total personnel budget requested

FY09 CTC Operating Budget Request CTC Architectural and Engineering Technology Faculty Requested by: J. Ellen McKay, April 15, 2008


The Construction and Design Technology (CDT) department requests $67,000 to hire one additional AET 9-month faculty member. The department’s two programs, Architectural and Engineering Technology (AET) and Construction Management (CM) prepare architectural/engineering technicians and construction managers in support of the construction industry. The construction industry has been identified as a high demand career area and graduates from these programs move directly into jobs in the sector. The two programs share a core of six cross-listed classes.


The Construction and Design Technology Department (which includes the Architectural and Engineering Technology and Construction Management programs) supports the following Strategic Priorities: Priority A. Strengthen and Develop the Total UAA Instructional Program. The AET program responds to high student demand and prepares graduates for high demand careers. An active advisory committee ensures curriculum remains current. Industry partners seek out and hire UAA AET graduates. The AET program builds organizational support for our distance education efforts to assure maximum access to courses and programs. The program is built to ensure that all instruction is centered on current and active professional and craft practice. Priority C. Expand Educational Opportunity and Increase Student Success. AET faculty work with school districts to increase the UAA share of Alaska’s college-bound students and to improve student transition to higher education through a variety of programs such as Tech Prep.

Priority D. Strengthen the UAA Community.

The AET program enhances student life on campus by increasing student involvement in co-curricular opportunities and promoting civic responsibility through student clubs that annually donate time and effort to rebuild homes in areas affected by natural disasters.


The numerical impacts to the PBB performance measures of the requested additional AET faculty member have already impacted current numbers as courses are currently being taught through adjunct instructors or faculty overloads.

1. High Demand Job Area Degrees Awarded

Construction is identified by the State of Alaska as one of the high demand job areas. Both CDT programs support the construction industry with training for architectural and engineering technicians and construction managers. The number of graduates in the CM program is projected by the University to grow steadily, while they predict AET program will experience more modest growth.

2. First-Time Full-Time Undergraduate Retention No program level data available at the time of this request. 3. Student Credit Hours and Headcount Student credit hours and student headcount for the Architectural and Engineering Technology program were (and are) affected by the addition of the AAS in Construction Management in AY05 and again by the addition of the BSCM in AY07. In AY05, we added an additional AET student track to our daytime schedule, and in AY06 additional sections of the cross-listed foundation courses, 101 and 102 were added. The net result is a reduction in the overall program capacity for AET and an increase in the number of course sections. This is coupled with the loss of a faculty member when Jeff Callahan switched to CM and then to Administration. Since AY04, the two full-time AET faculty members (Bennett and McKay) have taught an increasing number of overload credits (52 total with 21 this year alone).

Faculty Overload Credits AY03-04 AY04-05 AY05-06 AY06-07 AY07-08 Bennett 3 5 4 3 10McKay 3 1 6 6 11Total 6 6 10 9 21

There is a need for between 37 and 40% of the credits taught in the CDT department to be taught by adjuncts. This is particularly challenging in our high demand industry because the industry members are by and large unavailable to teach during the day. The current faculty overload in AY08 of 21 credits is only 3 credits shy of a full faculty load (24 credits). 5. University-Generated Revenue

This request will not generate any additional tuition or fee revenue as courses are already being offered.

6. Academic Programs Outcomes Assessment Both the AET and CM programs have in place outcomes assessment plans and are working to update the plans with the latest information from the UAA Peer Review Committee.

7. Strategic Enrollment Management Plans The CDT Department has had a continuous enrollment management plan since 1975. The Plan simultaneously tracks facility usage, faculty workload, adjunct requirements, and student tracking. Priority is given to student tracking and currently the Department has planned through 2011.


throughout the system. The CDT Department programs have broad statewide support from both the construction and design industry and from the academic community in the University of Alaska. All of the funding required for curriculum development and associated program start-up expense for the BSCM was contributed to the UA Foundation by the Alaska construction industry ($106,200) in FY06-07. The CDT Department programs have actively collaborated with UAF – where they teach CM courses, Kodiak College – where they teach CM courses, Mat-Su College – where they teach both AET and CM courses, and Chugiak-Eagle River Campus – where they teach CM courses.



As stated above, the numerical impacts of the requested additional AET faculty member have already been felt. The requested faculty member will bring the credit load of the existing faculty to acceptable full-time levels and reduce the reliance on adjunct faculty to fulfill course offerings (see C. above).


in addition to the funds requested from outside the present department budget? If this request is funded, it is expected that current faculty overload and adjunct budget of approximately $25,000 can be used to offset the new faculty expense.


$67,000 GF requested for one faculty position. No additional NGF tuition will be generated as a result of this request.

H. Priority Ranking

This request is rated priority #5 by the Community & Technical College.


Personnel expense $92,000 salary and benefits for an AET Faculty position (salary and benefits)

($25,000) less savings from current faculty overload and adjunct budget $67,000 total personnel budget requested

FY09 CTC Operating Budget Request CTC College Preparatory & Developmental Studies Math faculty Requested by: Toni Croft, April 15, 2008 A. Program Description CPDS is requesting one new faculty position in mathematics to increase the ability to meet student demand, increasing due to various pressures such as the increased math competencies required by accreditation and an expansion of Math requirements in over twenty Associate and Certificate programs. The Math faculty position was requested in the FY09 UA operating budget request (red-book) to the legislature in the student success category; however, funding was not received. Rationale for Additional Term Assistant Professor to teach mathematics

Year CTC Programs Requiring Math 105

Students in Programs

2001-2002 3 167 2007-2008 20 1355 Summary: In the 2007-2008 UAA catalog, twenty Associate or Certificate programs listed MATH 105 as a requirement or specific prerequisite. These programs had an enrollment 1,355 students. UAA offered 22 sections of MATH 105. These sections had a capacity of 727, and were enrolled at 97% of capacity, leaving a gap of 728 degree seeking students requiring Math 105 alone. This does not even address non-degree seeking student needs. It is difficult to quantify the “trickle-down” effect that the MATH 105 programs have beyond these numbers, but one can infer that many of those 1355 Associate and Certificate students will need to take more than one math course to fulfill their requirement. When considering how students get into MATH 105, Accuplacer data for students testing March 31, 2007 to March 30, 2008 is particularly informative. Of the 3442 students who took the Accuplacer math portion, only 6.13% placed above Math 105, 17% placed into MATH 105, 38% placed into MATH 055, and 39% placed into MATH 054/050. Out of 3442 students, 3231 students needed additional instruction to achieve a Math 105 level.

CPDS shares the provision of these math classes with the Department of Mathematics, but the in-depth teaching and assistance needed for most Associate and Certificate students is offered only by CPDS. CPDS offers only five in-class sections and two WEB/distance classes of Math 105. We also offer all of the on-campus sections of Math 054. Despite the demand for classes better tailored to the developmental student, CPDS has not added a full-time position in math since the early 1990’s. The pool of qualified adjuncts that we draw upon is shared among the Dept of Mathematics, the Military Programs, and Chugiak/Eagle River Campus. This pool is small, and there is no indication that it can grow much beyond its current state, because anyone with the required degree can easily find a higher paying job than that of a UAA adjunct. All of these programs struggle to find instructors for the courses we offer each semester. MATH 105 continues to be the lowest prerequisite course for any Baccalaureate Quantitative Skills requirement, so the new associate and certificate programs must compete with the baccalaureate degree students for these classes. B. Strategic Priority

Ability to enhance student success If left unfunded, the demand-supply gap will continue to grow, and student success will be negatively impacted. Students will not get kind of course they need, course sequence, or even the course at all a timely manner. Impact on program growth There is quantitative evidence that this position will increase student credit hours in direct proportion to the number of sections added. (Four classes per semester, 30 students per class at three credits each, equal 720 additional SCH per year.) A strong inference can be drawn that it will also improve retention.

Strength of demand Quantified demand as described above indicates the need campus-wide for additional sections of MATH 105 and the courses that feed into it. This demand is found at all levels and programs, but especially in the developmental programs which provide greater assistance for individual students and their success. The demand for related instruction in mathematics has grown greatly in the last few years. UAA’s ability to meet the demand has not kept pace. This affects not only Associate degree and Certificate requirements, but also impacts baccalaureate students’ ability to meet their Tier 1 GER’s within their first 60 credits. This position directly relates to Strategic Priority: Expand Opportunity and Increase Student Success: Primary Strategy: Increase Rates of Retention Primary Strategy: Build Depth and Insure Sustainability: Student Success Primary Strategy: Improve Efficiency of Navigation Primary Strategy: Increase Cultural, Social and Intellectual Diversity

C. Performance Measures: Student Credit Hours and Head Count: University Generated Revenue:

CPDS is responsible for 9,700 student credit hours a year, approximately 1,400 students. This position would fund 120 – 140 additional students for 360 – 420 credit hours per semester. First Time, Full-time Undergraduate Retention: As noted above, without increased access to math classes, students will not be able to complete the math requirements of their degrees. Support for Degrees Awarded: Consistently, 45-47% of graduates at the undergraduate level have one or more developmental level classes in their transcripts. Many of these are math.



CPDS faculty participate in faculty curriculum committees, both on the college and university-wide level. They also participate on committees within the English and Math Departments and the Anchorage School District Bridge to College Project. They also serve as chairs on student success committees.

E. Demonstrate quantifiably the impact this program will have on efficiency and

productivity ratios within the department, campus and MAU.

This full time faculty member will not only teach 120 -140 more students per semester, but will serve on committees relevant to student success.

F. What investment, if any, is the department prepared to make in this initiative in

addition to the funds requested from outside the present department budget?

This is an enhancement of our math program. We will not be leveraging our adjunct budget. The intent is to add more sections to enhance the flow of students through all UAA programs.


All funds requested will be general funds.

H. Priority Ranking

This request is priority #6 for the Community and Technical College.

I. Total Operating Expense Request $78,000

Personnel Expense $78,000 - term Assistant Professor to teach mathematics (A9 salary & benefits)

FY09 CTC Operating Budget Request

CTC Aviation Technology Flight Operations Personnel Requested by: Rocky Capozzi, April 15, 2008

A. Program Description This request seeks $140,000 for two positions critical to flight training, a component of the Professional Piloting program. The UA Office of Workforce Programs recognized the importance of these positions by funding them with SB137 money in FY08. This request aligns with PBAC Priority A, Strengthen and Develop Total Instructional Program with an emphasis on building depth, reinforcing success and ensuring sustainability in programs that support preparation for high-demand careers. PBAC specifically identifies Aviation among the high-demand careers. Aviation also responds to high student demand. Program Purpose: The UAA Professional Piloting Program produces graduates prepared for entry level piloting positions in the airline, air service and air charter industries. In addition to earning Commercial, Instrument, Multi-Engine and Certified Flight Instructor certificates, professional piloting graduates are educated across a broad spectrum of aviation knowledge areas that provide the foundation for their success and provide value added to the hiring companies. To name a few examples, graduates receive instruction in airline operations, transport aircraft systems, aviation safety, aviation law and regulations, civil aviation security, human factors in aviation, weather, and search survival and rescue in addition to appropriate general education courses in communications, math and science. Market Demand: Alaskans are extraordinarily dependent on air transportation and Alaska competes with the rest of North America for its commercial pilots. The competition is fierce. In a survey recently distributed by Alaska Air Carriers Association, 3 of 4 respondents indicated they had 2 or more entry level pilot positions they have been unable to fill despite increasing pay and benefits over the last two years. National and international industry sources and publications agree there is a worldwide pilot hiring boom underway that is anticipated to last for at least 10 years. The boom is being fed by demographics and market expansion--increases in passenger miles and cargo tonnage flown. According to Aviation Information Resources (AIR), Inc. over 13,000 airline pilots were hired in the United States in 2007 and over 12,000 are forecast for hire in 2008. A 2005 Boeing Corporation study showed a doubling of the number of commercial pilots required worldwide between 2005 and 2025. The largest numerical increase required was North America where the requirement increased from 65,000 in 2005 to approximately 130,000 in 2025. The pilot shortage has already affected hiring practices across the United States with minimum flying time requirements for initial pilot hires tumbling over the last 2 years. UAA a Part 141 School: UAA Aviation’s (new) building at 2811 Merrill Field Dr. was built with a Federal Airway Sciences Grant in the 1993-1995 time frame. Eligibility for the Airway Sciences

Grant was premised, among other things, on having an FAA Part 141 flight school certificate. UAA Aviation wrote the appropriate flight training courses, applied for and received an FAA Part 141 Certificate, ultimately won the Federal grant and moved into this facility. There are two basic ways to earn pilot certificates in accordance with FAA regulations—14 CFR Part 61 or Part 141. UAA is a Part 141 school. Part 141 is by far the more rigorous approach as every aspect of the operation is subject to routine scrutiny from the FAA. This means the FAA has reviewed and approved the entire flight training syllabus, lesson by lesson, approved the Chief Flight Instructor; they inspect facilities, aircraft, aircraft maintenance and student records routinely. By contrast, under Part 61, none of the aforementioned scrutiny applies. The individual flight instructor determines how much and what to teach the student. When the instructor thinks the student is ready to take a written or flight examination, they recommend the student for a test or flight examination. Awarding a university professional piloting degree on the basis of Part 61 flight training conducted elsewhere would be questionable conduct and out of step with accepted University Aviation Association practice and expectations. Such a method does not meet the Aviation Accreditation Board International standards for accrediting aviation universities. The Problem: Despite Flight Training being an integral part of the Professional Piloting degree sequence, the University has never invested in personnel, equipment or facilities for flight training. Rather, we have attempted to recover all associated costs from our students. Average flight training costs for a Bachelor’s student currently stand at $54,000 over and above tuition, room and board, and other University fees. Flight operations management and administration are overhead costs associated with a technical program. They are necessary for a safe, efficient and well run program. They are analogous to lab technicians and tool room supervisors and supervisors required in other technical programs. Yet, we have never had GF funding directed to flight training to help bear these costs. The $54,000 in flight training costs our students currently pay covers leasing and maintaining their training aircraft and pays for their flight instructors but does not cover the salary of the flight operations manager and scheduling coordinator. Our current flight training program is capacity limited by aircraft and instructors and stands at about 3000 hours per year. To pay for the salaries we seek in this request, student flight fees would need to be increased approximately $50 per hour, raising an average flight hour from $200 to $250. Over 4 years and 265 hours, the total per student cost would increase approximately $13,000--from $54,000 to $67,000. What else could be done: An equipment investment on the order of $1.5 to $2.0 million to buy aircraft would modestly expand and purchase a significant portion of our training fleet. Money currently used to pay leases could be used to pay approximately $200,000 in salaries. Selling older aircraft would provide down payments for new aircraft loans to renew the fleet. It should be noted that, we are bearing all maintenance costs except engine overhaul on the fleet we currently lease. Various combinations of equipment investment and salary assistance would also work to stabilize the program. B. Strategic Priority

This request supports PBAC strategic priority A (Strengthen and Develop Total Instructional Program). Specifically, it reinforces success and ensures sustainability in a program that prepares students for high-demand career in Aviation (piloting).

The UA Office of Workforce Development funded this personnel salary request with SB137 money in FY08.

Priority C, Expand Educational Opportunity and Increase Student Success: Holding the cost of flight training down will surely increase retention and help piloting students afford to complete their educational goals.


This request is directed at financially stabilizing an important and increasingly successful program. Hours flown in FY08 are up over 42% from FY07, revenues collected and expenses incurred are up 47%.

High Demand Job Degrees awarded will improve. There is momentum underway here with 8 BSAT, Professional Piloting graduates forecast for FY08 vs. 2 BSAT, Professional Piloting graduates last year. This positive trend was enabled, in part, by SB137 money this year that allowed us to keep fee increases down to an acceptable level. Small number statistics make discussion of percentages meaningless but it is not unreasonable to forecast a doubling of graduates over this time period.

First-time, Full-time Undergraduate Retention: Holding down flight fee increases will reduce the number of piloting students that attrit when they see flight training costs rapidly increase.



UAA is the only campus that offers a Part 141 flight school. UAS and UAF offer pilot ground schools. A single in-house flight training program is appropriate given Alaska’s small population and the high investment costs of running a flight training program and the impacts of extreme cold and or extreme periods of low cloud cover. Anchorage does not suffer from either condition, whereas, Fairbanks and Juneau do.

E. Demonstrate quantifiably the impact this program will have on efficiency and

productivity ratios within the department, campus and MAU.

This initiative will not impact this measure. Flight training demands a 1:1 student to instructor ratio and a single student in any one aircraft at any one time. Regular faculty are not involved in flight training.



Over the last three years we’ve taken action in two areas—shifting personnel / salaries and raising fees. Aviation enrollment has swelled from approximately 180 to 550 students severely constraining our ability to deal with underinvestment in an existing program. Nevertheless we have made some internal personnel adjustments. Since the only program not growing was Aviation Maintenance Technology we began to share a mechanic between Maintenance and Flight Training. Subsequently, upon retirement of our senior maintenance faculty member, we diverted a portion of the salary savings to move the shared resource to a full-time mechanic for flight

training aircraft and combined 2 technician positions within Maintenance to one. Through combining positions and shifting salary savings internally, we absorbed $73,000 in salary costs to provide a full-time flight training mechanic. One mechanic cannot, on his own, perform all service required on a fleet of 9 training aircraft, however, work he performs in-house saves approximately $60/hour over shop rates charged elsewhere on the field. Aviation has raised student flight training fees by approximately 20% over the last 3 years. Average flight training costs for a bachelor’s student went from approximately $45,000 to $54,000. Piloting students receive no special financial assistance; however, they are generally maximum amount allowable for various loans. Loans are the primary method of paying for flight training. A rapid and substantial increase in flight fees on the order of $50/hour may exceed the student’s ability to borrow and repay loans.


Total GF requested is $139,784 for personnel. Granting this request will not increase revenue.

H. Priority


I. Total Operating Expense Request $140,000

Personnel expense $140,000- Flight Operations Manager and Scheduler / Coordinator salary and benefits. These positions were funded by SB137 money in FY08.

FY09 CTC Operating Budget Request CTC Career & Technical Workforce Initiative

The Community and Technical College is requesting $89,600 to fund three proposals important to the expansion of our missions in the Career and Technical Education (CTE) and Automotive & Diesel Technology (ADT), Welding and Computer and Electronics Technologies (CET) departments. Funding will strengthen our ability to better prepare Welding/NDT employees and vocational supervisors and managers across-the-board for their high demand careers in the Alaska workforce. Full proposals for each can be found below, however here is a brief summary of our request:

Career and Technical Education is requesting an additional $21,700 to hire adjuncts and a student worker in order to better recruit and retain students. These funds will allow the time to build strong face-to-face and distance programs and do proper advising and follow-up. Funds will also expand core operating budget and faculty chair support.

The Welding and Nondestructive Testing Technology program requests

transfer from one-time-only funding to general funding for three course sections that are currently being held at 100% capacity. $13,500 will continue 8 credits in Flux-Core & Gas Test Arc Welding for Fall 08, and 4 credits for SMAW in Spring 09. Funds are also requested to support increases in steel and gas expense.

The Automotive and Diesel Technology department requests $10,700 to convert a ½ time administrative assistant position to a 10-month full-time position. The need has been created by the merger of the Welding/NDT program into the Transportation and Power Division. The resulting workload for the ADTP Fiscal/Administrative position includes responsibility for 12 budgets, plus all of the administrative support for the 4 Automotive and Diesel programs: FORD, GM, Diesel and General Automotive. We propose to combine the 12 month ½ time position currently in the Welding/NDT department with the new position, creating a 10-month fulltime position that will work with all of the programs within the division.

The Computer and Electronics Technologies Department is requesting $43,700 for adjunct salary and benefits costs associated with delivery of Computer Information and Office Systems (CIOS) and Computer Networking Technology (CNT) course offerings. Over the past three years, both programs have updated curriculum and grown to better serve student and industry needs. This has resulted in an increase of total credits taught.

Career & Technical Workforce

CTC Career & Technical Education Requested by: Sally Spieker Slaughter, April 15, 2008

A. Program Description Career and Technical Education is requesting an additional $21,700 to hire adjuncts and a student worker in order to better recruit and retain students. These funds will allow the time to build stronger face-to-face and distance programs and do proper advising and student follow-up. Three faculty and one administrative support person currently administer or teach in 5 different academic programs ranging from continuing education credit and an associate of applied science degree to a bachelor of science and 2 different masters degrees. In addition, $4,600 is requested to fund increases in travel, contractual and commodities budget line items. Travel for the Bachelor of Science, Technology (BST) would fund the program’s effort to recruit and meet BST students in Valdez, Homer, Kenai, and Kodiak. $1,700 would fund 5 trips. Additional budget for contractual and commodities is necessary because the FY07 and FY08 budgets were insufficient in those areas to meet the expansion of the Master of Science, Career and Technical Education (MSCTE) and BST programs. The Career and Technical Education Department developed a 5-year strategic plan in February that was later validated at the CTE Industry Forum in 2008. The 5 year strategic objectives for the CTE department are to: • Increase BST student enrollment by 25-50% while targeting students from

remote locations and industry / government / military partnerships. • Graduate at least 5 Master of Science CTE students with 40 more Master of

Science students in progress. • Clearly identify the CTE pathways to show relevance of the programs to the

Community and Technical College (CTC) faculty and staff. • Establish a comprehensive professional development system (degrees,

certificates, continuing education courses) with the necessary regulatory / legislative supports to meet the needs of secondary / post-secondary CTE educators, counselors and administrators.

• Establish a relationship with K-12 and industry for a seamless transition from apprenticeship and other structured training to higher education.

• Establish partnerships with industry, union, government and military organizations to provide customized workforce development.

Preliminary discussions are being conducted with oil and gas and transportation industries to provide instruction, courses, certificates, and degree options for their employees. • Alaska Airlines is discussing the likelihood that they will contract with the

BST program as early as this fall to teach 20 students per cohort for 18 credits each that will lead to a BST. BP Alaska may hire 200-300 a• pprenticeships over the next 4 years. They are interested in related instruction to be delivered by CTC and also to enroll

those apprentices in our Apprenticeship Technologies degree which will lead to the BST for some of the apprentices. Alaska Department of Labor and Workforce Development predicts a demand workers that can build their skills and dev

Thefor elop qualifications through the CTE

ion

d

ional coordinators, postsecondary teachers, and secondary vocational

Cardev inistrators, and career and

d Develop the Total UAA Instructional Program.

ent to build occupational certificates,

P io•

,000

ead 2 sessions at the first 12

C.

r Career and Technical Education will r an increase of 29%. This is attributed to an

for .

department programs (Apprenticeship Technologies; Bachelor of Science, Technology; Master of Science, Career and Technical Education; Career and Technical Education Professional Development and with College of EducatMaster of Arts in Teaching.) • The number of jobs for managers and supervisors will increase 16.5% by

2014. • An additional 825 first-line technology supervisor/managers will be neede

alone. • Almost 1,000 additional educational, vocational, and school counselors,

instructeducation teachers will be needed by 2014. l Perkins Federal Legislation requires preservice and inservice professional elopment programs for teachers, faculty, adm

academic counselors.


Priority A: Strengthen anThis request will allow the CTE departm• develop quality distance education courses, and professional development components.

r rity C: Expand Educational Opportunity and Increase Student Success. Procedures will be developed to assure that we can recruit, retain, and place our students.

• All of our programs are recently revised so all are in a building stage. Priority D: Strengthen the UAA Community • We hope to be successful in renewing our Perkins grant which was $115

for AY 2008. • We will earn over $25,000 in professional development fees in AY 2008 if we

have the human resources to maintain partnerships. Priority E: Expand and Enhance the Public Square. • In AY 2008 the department formed 3 advisory committees.

to l• Angela Dirks and Sally Spieker have been askedAlaska Apprenticeship Conference in April. There will be a total ofpresenters including the keynote speaker and Commissioner of Labor.

Performance Measures

SCHRs: It is expected that SCHRs foincrease by 103 in AY 2008 foincrease in professional development credit and the re-opening for AY09 of the MSCTE (admissions had been suspended during program revision). SCHRsthe BS, Technology remain virtually even with last year at 216 SCHRs for FY08

High Demand awards in the BST program have increased from 8 to 10 in FY08 or 0% over FY07. MSCTE awards remain steady at one award in FY08.

$140,000 grants, contracts, and professional development administrative fees and

te how the program optimizes existing capacity and expertise throughout the system.

The with the College of Education (COE) and College of Business and Public Policy (CBPP) to share courses and to bring expertise to

echnologies program is delivered cooperatively and ollaboratively with UAS and Tanana Valley College at UAF.

. Demonstrate quantifiably the impact this program will have on efficiency


All rtant challenge at this time is recruitment and retention. Additional faculty time will

nvestment, if any, is the department prepared to make in this initiative in addition to the funds requested from outside the present

The earn each year from professional development courses

highly variable because we partner with other organizations to deliver that

, to ,

GF $5,000 (from professional development course revenue)

munity and Technical College’s #8 priority

1 University Generated Revenue: this year the CTE department generated in$16,968 in regular tuition from summer 2007-Summer 2008. It will be higher this coming year. D. Demonstra

CTE Department partners

each other’s programs. CTE teaches two courses in the COE Master of Arts in Teaching program. The Apprenticeship Tc

E

of the CTE department programs are in a building mode. Our most impo

allow us to provide the service necessary to recruit and retain students. As we recruit more students, our productivity (student credit hours produced) will increase. F. What i

department budget?

amount of revenue we iscredit. Having said that, we could likely budget $5000 per year out of revenue. We are currently using revenue for faculty and staff professional developmentcover contractual and commodities, curriculum development, summer internshipsand summer advising that is not covered by general funds in our budget.


GF $21,300 N H. Priority Ranking This request is the Com

I. Total Operating Expense Requested- $21,300

s$3,400 - adjunct salary and benefits to cover 3 credits TECH A302 Operational

.) This has been funded by one time money the last

• 2 wks May & 2 wks Aug, 2 pp salary + benefits)

• dits for

puses.

• $1,700 - fund 5 trips to recruit and meet BST students in Valdez, Homer, Kenai,

s underfunded in those areas for FY07 and FY08. Request reflects

• -($5,000) fees earned from professional development course offerings

Per onnel expense $21,700

• Safety ($1,015 x 3 + benefits2 years. $8,500 - salary and benefits to extend program chair contract from 9 months to 10months. (There is an expectation that program chairs will participate in leadership, advising, and other activities beyond 9 months. $6,700 - salary and benefits 6 credit release for chair work. (6 adjunct creacademic year, $1,015 x 6 + 10.3 benefits.)

• $3,100 - hourly pay for a student assistant to help carry out technical requirementsto expand delivery of BST to community cam

Non-personnel expense $4,600

and Kodiak. • $2,900 - Additional budget for contractual and commodities is necessary because

the account wathe average of actual expenses for both those years, less the amount budgeted.

Less revenue offset -$5,000


CTC Welding & NDT Adjunct and Instructional Supplies Requested by: Kelly Smith, April 11, 2008


The Welding and Nondestructive Testing Technology program prepares students for employment in welding and/or nondestructive testing jobs as entry-level technicians in construction, manufacturing and transportation industries. A variety of career opportunities throughout the world are available to welding technicians and nondestructive examination technicians. The Welding and Nondestructive Testing program offers an Associate of Applied Science (AAS) degree in Welding and Nondestructive Testing Technology and two separate certificates in either Industrial Welding Technology or Nondestructive Testing Technology.

This proposal is to transfer three course sections that are currently being held at 100% capacity, from one-time-only funding to general funding. This $13,500 request will continue 8 credits in Flux-Core & Gas Test Arc Welding for Fall 08, and 4 credits for SMAW in Spring 09. If we do not fund these sections, 54 students will be unable to take the classes they need for their degree/career path. These new classes are not the result of curriculum change, but of increased demand. Costs for steel and gasses are also increasing due to worldwide demand and transportation costs. The department is using donated steel to augment the budget, however, the increase in the value of steel has made it difficult to acquire donations of scrap steel, while increasing the cost of the steel that we have to buy for the program. Other consumables, primarily gasses used in the welding process, have seen similar increases. Student fees for welding courses, recently raised in FY05 already average $300-$500. $9,600 in general funds is sought rather than pursue an increase to the student fee burden. B. 2017 Strategic Priority

2017 Priority A- Strengthen and Develop the Total UAA Instructional Program 2017 Priority C- Expand Educational Opportunity and Increase Student Success.

The three sections filled to capacity in FY08, demonstrating the need to continue offering them at the current level. These courses lead to certifications in high demand, high paying jobs. AK DOL data projects an increase of 123 pipefitters by 2012. Other welding and NDT related fields are not tracked by DOL data, however, industry demand informs us of the desperate need for certified welders by Alaskan employers. Many or most of the projects projected by the Anchorage Economic Development Corporation (AEDC) to begin over the next ten years require qualified welders.


SCHR growth: Welding program SCHRs have grown 1% since last year, from 1,382 to 1,393; however, growth is not possible unless capacity (more sections) is increased.

Enrollments have grown 2% over FY07, growing from 359 to 366 students. Average class size for this technical program is 15, due to lower class capacities required by space and student-faculty interaction requirements. Program cost per credit hour has dropped from $246 to $238 in FY08. Associates graduate awards increased $150%, increasing from 2 graduates to 5 in FY08.


throughout the system. The program is using dedicated space to capacity. No current cross-campus or MAU collaboration exists. Several plans are currently being developed that would lead to collaboration outside the program.


and productivity ratios within the department, campus and MAU

Welding sections currently offered average over 100% capacity. This proposal will maintain the status quo.



Department faculty will work to identify potential donors to reduce the impact of higher commodities costs. If this proposal is unfunded, the department will review student fees to determine new rates, sufficient to cover increases in steel and gas costs. Fee increases cannot be implemented in time to alleviate the situation for the Fall 08 semester.


GF requested: $23,100

H. Priority Ranking

This request is the Community and Technical College’s #8 priority

I. $23,100 Total Operating Expense Request Personnel expense $9,000 – 8 adjunct credits Flux-Core & Gas Test Arc Welding ($1,015 x 8 + benefits) $4,500 – 4 adjunct credits SMAW 2nd section ($1,015 x 4 + benefits) Commodities expense $9,600 - increased cost for steel and gasses


CTC Transportation and Power Admin Position

Requested by: Kelly Smith, April 15, 2008


The Automotive and Diesel Technology department offers AAS degrees in Automotive Technology and in Heavy Duty Transportation and Equipment that are designed to equip students with knowledge and skills necessary to meet the needs of employers in the industry. Both the AAS degrees and Undergraduate Certificate programs are accredited by the National Institute for Automotive Service Excellence.

In FY09, strategic planning will result in the transfer of the Welding and Nondestructive Testing (NDT) Technology program to the ADT department. The Welding and NDT program prepares students for employment in welding and/or nondestructive testing jobs as entry-level technicians in construction, manufacturing and transportation industries. A variety of career opportunities throughout the world are available to welding technicians and nondestructive examination technicians. The Welding and Nondestructive Testing program offers an Associate of Applied Science (AAS) degree in Welding and Nondestructive Testing Technology and two separate certificates in either Industrial Welding Technology or Nondestructive Testing Technology.

We are requesting $10,700 to convert a ½ time administrative assistant position to a 10-month fulltime position. The need has been created by the merger of the Welding/NDT program into the Transportation and Power Division. The resulting workload for the ADTP Fiscal/Administrative position includes responsibility for 12 budgets, plus all of the administrative support for the Automotive and Diesel programs. We propose to combine the 12 month ½ time position currently in the Welding/NDT department with the new position, creating a 10-month fulltime position that will work with all of the programs within the division.


Additional support for the merger of these programs will impact 2017 Priority A, Strengthen and Develop Total Instructional Program.


It is difficult to quantify the impact of proper staffing on customer service, which then affects student retention and other PBB measures, however, SCHRs for the department will increase by 1,393 and enrollments will increase by 366 when the merger occurs.


The Automotive and Diesel programs have made it a priority to work with similar programs throughout the state. We have shared curriculum with UAS and UAF, creating a seamless transfer for students within the programs.


and productivity ratios within the department, campus and MAU. n/a



This request is reduced by $12,200 by using current budget for a student worker to offset the expense.

G. FY09 GF and NGF Request $10,700 in general fund is requested.

H. Priority Ranking This request is the Community and Technical College’s #8 priority


Personnel expense $10,700

$22,900 – additional .5 fte admin assist position ($12,200) – less budget available due to elimination of student position $10,700 total operating expense requested

Preparing Alaskans for Jobs: Career & Technical Workforce CTC Computer & Electronics Technologies Adjuncts Requested by: Kim Griffis, April 15, 2008 The Computer and Electronics Technologies Department is requesting $43,700 for adjunct salary and benefits costs associated with delivery of Computer Information and Office Systems (CIOS) and Computer Networking Technology (CNT) course offerings. Over the past three years, both programs have updated curriculum and grown to better serve student and industry needs. This has resulted in an increase of total credits taught. Curriculum changes resulted in an increase in credits per course with no adjustment to base budget.


CIOS Adjuncts o Purpose: The CIOS program purpose is to prepare entry level, experienced or

work force re-entry level office workers to successfully engage in business office environments where communication, technical, organizational, interpersonal and teamwork skills are essential to business success. Alaska Department of Labor data indicates that the administrative assistant profession will see continued growth through 2014 with an increase of over 600 jobs. CIOS requests funding for the cost of adjuncts to deliver courses required for five Occupational Endorsement Certificates (OECs) and one AAS degree. The CIOS program supports students from other UAA programs and CIOS students enrolled in community campus courses. The program will implement curriculum changes that better support industry standards and student needs, which produced a credit increase in four courses. In FY09, both faculty members will have administrative assignments, which produced the need for 15 additional adjunct credits.

o Demand: Since fall 2003, program enrollment has increased from 148 to 361 students (duplicated headcount). In response, CIOS increased the number of online course offerings in addition to continuing to offer self-paced courses. Students throughout Alaska enroll in these courses as these courses have been articulated with UAF’s Information Technology Specialist program.

CNT Adjuncts o Purpose: The CNT program purpose is to prepare technicians as skilled technical

support workers for fields in computer support and repair to serve private industry and municipal, state and federal agencies. Alaska Department of Labor data indicates that the computer support specialist industry will see continued growth through 2014 with an increase of over 600 jobs.

o CNT requests funding for the cost of adjuncts to deliver courses required for one OEC and one AAS degree. The CNT program implemented curriculum changes that resulted in a significant increase in credit hours across several courses. This produced the need for 10 additional adjunct credits. In order to offer the required

courses for the AAS degree, the department had to add additional courses to the spring and summer schedules to accommodate demand. This produced the need for 4 additional adjunct credits.

o Demand: Based on industry standards and advisory board input, the department revised the curriculum, which resulted in an increase of the overall number of credits taught. This is a high demand profession where industry is under served. The university cannot keep up with the demand for these technical positions.

B. Strategic Priority This program supports the following priorities: Priority A: Strengthen and Develop the Total UAA Instructional Program 2. To build a university of first choice distinguished for excellence in teaching

and learning and to become a leader in undergraduate and graduate education centered on professional and craft practice, academic research or creative expression, we will build, depth, reinforce success and ensure sustainability in programs that support student success, general education, workforce development, preparation for high-demand careers or respond to high student demand.

CIOS Adjuncts o CIOS courses serve other UA and UAA programs and extended campuses. o With two faculty members’ workloads and administrative assignments, adjuncts

are needed to continue to meet increased student demand for on-line and open entry courses.

CNT Adjuncts o To meet industry demands and accommodate advisory board recommendations,

the CNT program updated curriculum, which increased the total number of credit hours taught.

o This is a high demand profession where industry is under served. The university cannot keep up with the demand for these technical positions.

Priority C: Expand Educational Opportunity and Increase Student Success 4. To become a university nationally recognized for expanding educational

opportunity and increasing student success, we will assure that open access leads to enhanced opportunity by continuing to improve our rate of retention and completion of educational goals.

CIOS Adjuncts o CIOS offers courses that are a better fit for adult learners’ personal and

professional needs. This gives working adults more flexibility to complete their programs on time.

o CIOS assists in providing courses for community sites with low enrollments, which provides students throughout the state the opportunity to complete their programs on time.

CNT Adjuncts o CNT has to maximize the schedule in order retain students and allow them to

complete the program on time; therefore, courses were added to the spring and summer semester schedules.

Priority D: Strengthen the UAA Community 6. To make the best of the opportunities and challenges that lie ahead, we must

focus our attention on building and strengthening the UAA community as a whole. To build an institution distinguished as a diverse, engaged community of students, staff, faculty, alumni, and schools, colleges and campuses, we will build an institution recognized for its collaborative efforts between and among programs, schools, college, campuses and universities.

o The CIOS/CNT departments coordinate with community campuses to provide

support for students enrolled in their classes. Additionally, many CIOS/CNT courses are articulated with the statewide Information Technology Specialist program offered through the UAF Tanana Valley campus. CIOS coordinates online class schedules and specific course requirements such as software and testing to accommodate community campuses with low enrollments.

C. Performance Measures Student Credit Hours and Headcount: The current CET student enrollment has increased 12 percent from 2007 to 2008. Adjunct instructors help to serve this number of students. With an increase in online and self-paced course options, we expect to continue to see an increase in SCHRS by 3-5 percent. High Demand Job Area Degrees Awarded: CET graduated 20 students in 2007. However, due to the nature of the information technology industry, students tend to register for the courses they need and take their skills directly into the workplace after a few classes and then they return to complete their program. CIOS will implement curriculum changes in fall 2008 and CET expects to increase the graduation rate by 25% or 25 students in AY08 and 50% or 30 students in AY09 due to students taking advantage of new department OECs.

University-Generated Revenue: Deferred to CTC Fiscal Officer - currently, CET program cost per credit hours is $219.



CIOS coordinates with community campuses to provide support for students enrolled in their classes. Many CET courses are articulated with the statewide Information Technology Specialist program offered through the UAF Tanana Valley campus. CIOS coordinates online class schedules to accommodate community campuses with low enrollments.


The CET student/faculty ratio 13:1

Cost per student: $492 ($664,249 CET F08 expense/1349 CET enrollment)

Cost per SCHR for AY07 : CET: $ 240 CIOS $221 CNT: $193 ET: $376*

Cost per SCHR for AY08 *Enrollment is currently suspended in this program

CET: $219 CIOS $196 CNT: $145 ET: $523*


in addition to the funds requested from outside the present department budget? (Will any funds be reallocated internally to support this effort?)

CIOS Adjuncts o CIOS costs are due to curriculum changes and faculty administrative assignments.

CIOS requests $15,700. CNT Adjuncts o Initially, CNT adjunct credits were funded through SB funding which is not

available FY09. Therefore, CNT requests $28,000


o Amount of GF requested: $43,700

H. Priority Ranking

This request is the Community and Technical College’s #8 priority I. Total Operating Expense Requested $43,700 Personnel expense This additional funding will be used to fund salary and benefits for 39 adjunct credit hours. $15,700 CNT Adjunct Credits: 14 credits x $1015/credit with benefits $28,000 CIOS Adjunct Credits: 25 credits x $1015/credit with benefits $43,700 Total personnel expense requested

FY09 CTC Operating Budget Request Preparing Alaskans for Jobs, Student Success CTC Student Success Initiative CTC requests $110,500 to fund three important student success initiatives that will directly increase expert assistance to a variety of under-represented student populations. College Preparatory and Developmental Studies (CPDS) requests conversion of a part time Academic Support Advisor to a full-time Student Success Advisor to better meet the needs of 1,400 students who are often first generation college students, academically or financially challenged, for whom English is a second language, or who are perhaps in need of referrals to Native Services or Disability Services to be more successful in their academic programs. The Learning Resource Center requests conversion of several part-time student worker positions with limited work schedules to one regular front counter employee so they may maintain quality in providing their core services of tutor assistance, study areas, writing/math/computer labs and media services to more than 4000 UAA students each week. These students are from all programs at UAA, not only CTC programs. Allied Health Sciences requests conversion to general funding of 75% of a Student Success Coordinator (SSC) currently funded through soft (grant) funding. The SSC’s most significant contribution is to support new students (predominately rural students studying at a distance) through the admission process, initial registration and the first few weeks of a semester and to identify obstacles to student success such as the procurement of books and supplies, third party billing and technological and systematic challenges. A brief synopsis of each proposal is included here and full proposals follow below.

The College Preparatory and Developmental Studies (CPDS) department requests $29,500 to convert a 12-month half-time Academic Support Advisor to a full-time Student Success Advisor to better cover the high volume of CPDS advising needs. Duties of the advisor include: Serving as primary or secondary academic advisor to 1,400 CPDS students. Overseeing registration for students with academic challenges; recommending academic classes; assisting with registration or re-registration for students in wrong classes; referral and follow-up to support services such as Financial Aid, Native Services, Disability Services; developing and presenting academic success, study skills and “next step” workshops; working with students in the “Smart Start” learning community. The depth of assistance needed by each CPDS student requires a full time advising position.

Currently, the front counter position at the Learning Resource Center (LRC) -

the central core of LRC operations - is covered by student workers with limited schedules only. The LRC is seeking $29,000 for a much needed CounterAide/LRC Tech position to provide consistency of service within the center. Due to increasing student usage and trimester programs now in place --

having this position will make a tremendous difference in the quality and dependability of service that students receive. The LRC cooperates and collaborates with all colleges across campus to enhance student learning, academic success, and retention by providing services that include: media library, instructor reserve materials, instructional support, tutoring, computer labs, digital/video viewing area, audio/listening stations and study areas --- that are open and available to students 7 days a week and serves approximately 4000 students on a weekly basis.

AHS is requesting GF funding for 75% of a Student Success Coordinator (SSC) position. Presently, 25% is covered by GF and the 75% by grant funds. This position supports faculty with distant and on-campus students in an effort to increase student success through course retention and program completers and has proved to be an essential part of promoting student success within AHS. The SSC’s most significant contribution is to support new students through the admission process, initial registration and the first few weeks of a semester. This period is strategic to retention of first year first time students. The SSC also identifies obstacles to student success such as the procurement of books and supplies, third party billing and technological and systematic challenges, and offers creative solutions to support students though these processes. The SSC works with students and faculty to assure students are prepared for their courses by working through technical issues related to the distance delivery of courses and insuring students have received all course materials

Preparing Alaskans for Jobs, Student Success

CTC CPDS Student Success Advisor Requested by: Toni Croft, April 15, 2008 J. Program Description

Currently CPDS has a 12-month half-time Academic Support Advisor who has adjusted her hours to work longer hours during regular semesters, (peak demand times) and few hours in the summer. This would convert the position from half-time to a full time Student Success Advisor to better cover the CPDS advising needs.

Duties of the advisor include: Serving as primary or secondary academic advisor to CPDS students. Overseeing registration for students with problems; recommending academic classes; assisting with registration or re-registration for students in wrong classes; referral and follow-up to support services such Financial Aid, Native Services, Disability Services; developing and presenting academic success, study skills and “next step” workshops; working with students in the “Smart Start” learning community. The upgrade of this position to full time would allow advising at Advising and Counseling during peak demand times. This would allow faculty currently working at Advising and Counseling to return to the classroom and teach needed classes. A study done by the CPDS department has documented that if students are advised in a timely manner, there is a consistent increase in enrollments and re-enrollment. Current studies by OPRA at UAA show that in Fall 2006, UAA retained only 1814 of the 3779 students who enrolled, a 52% retention rate. CPDS studies show a minimum improvement of 3-5% in retention for students who are expertly advised. CPDS works with a high percentage of first semester students (approximately 540 developmental level students a semester, total of 700+ students), and many of these are high risk for dropping out. The current advisor’s time is leveraged by timely in-class presentations and concentration developmental level students, but it is difficult to reach enough students.

K. Strategic Priority This position directly relates to Strategic Priority C:

Expand Opportunity and Increase Student Success: Primary Strategy: Increase Rates of Retention Primary Strategy: Build Depth and Insure Sustainability: Student Success Primary Strategy: Improve Efficiency of Navigation Primary Strategy: Increase Cultural, Social and Intellectual Diversity

L. Performance Measures:

Student Credit Hours and Head Count: University Generated Revenue: CPDS is responsible for approximately 9,700 student credit hours a year, approximately 1,400 students.

First Time, Full-time Undergraduate Retention: CPDS retains students to the next semester at significantly better rates than either UAA or Developmental programs nationally. This is primarily true in composition and reading. Math remains at the national levels, and currently needs additional support (addressed through a separate request).

Support for High Demand Degrees Awarded: Consistently, 45-47% of graduates at the undergraduate level have one or more developmental level classes on their transcripts.

E. Demonstrate how the program optimizes existing capacity and expertise

throughout the system. The CPDS advisor participates in monthly academic advising coordinator meetings, and provides regular updates on CPDS to the campus advising community. The advisor also provides training for new advisors on CPDS courses and procedures.

F. Demonstrate quantifiably the impact this program will have on efficiency and

productivity ratios within the department, campus and MAU. Funding this program will release 6 credits of faculty time back to the classroom.

G. What investment, if any, is the department prepared to make in this initiative in


Some funds from the adjunct budget might be reallocated when full-time faculty return to the classroom, but because of the high demand for CPDS classes and the increasing lack of qualified adjuncts, this amount is difficult to determine.

H. FY09 GF and NGF Request

All funds requested will be general funds. Retention increases projected at 3-5%, showing a tuition increase approximately $9000. Future peer advising program might be grant funded. Possibly some seed money could come from the Student Success Grants.

I. Priority Ranking

This request is the Community and Technical College’s priority #9 J. Total Operating Expense Requested $29,500

Personnel expense $29,500 $38,400 – increase .5 fte student success advisor position ($8,900)- less savings from adjunct instruction (incurred when full-time faculty return to teach when releases to advise are no longer required.)


CTC Learning Resource Center Counter Aide Requested by: Jonell Sauceda A. Program Description

The Learning Resources Center provides educational support and service to all UAA faculty and students. The Learning Resources Center is an important component of the student success strategy on the UAA campus. The LRC cooperates and collaborates with all colleges across campus to enhance student learning, academic success, and retention by providing services that include: media library, instructor reserve materials, instructional support, tutoring, computer labs, digital/video viewing area, audio/listening stations and study areas --- that are open and available to students 7 days a week and serves approximately 4,000 students on a weekly basis. Currently, the front counter - the central core of LRC operations - is covered by student workers with limited schedules only. The LRC is seeking $29,000 for a much needed CounterAide/LRC Tech position to provide consistency of service within the center. Due to increasing student usage and trimester programs now in place -- having this position will make a tremendous difference in the quality and dependability of service that students receive.


Supports UAA Core Values of Student Success & Community Engagement; and Cooperation & Collaboration. Supports Priority A: 1. Strengthen and Develop the Total UAA Instructional Program; by supporting student success. And Supports Priority C: Expand Educational Opportunity and Increase Student Success.


The LRC embraces the core values of 2017 and puts it greatest emphasis on enhancing student success and in being effective and efficient in its management of resources.



Through cooperation and collaboration with all colleges across campus it efficiently provides learning resources and delivers support services to both faculty and students in a one comprehensive and accessible location.


Currently the Learning Resources Center functions at a high level of efficiency and productivity. We anticipate that we will have over 100,000 individual student visitors this year. Student visits are tracked by computer, tutors use daily logs to track the number of students helped, and a computer at the front desk tracks how many items have been checked out and are in circulation at any given time. We accomplish all this with a very small staff of four, full time, permanent employees, augmented by part-time student workers. We have been able to get by with a small staff by streamlining our operation where ever possible, avoiding redundancies in both personnel and services. Because all services are in one area, under one management, students can transition seamlessly from one lab to another, one service to another. The LRC is unusual in that we are open year round, 7 days a week, often until 10pm in the evening. We require staff coverage a total of 84 hours a week. We stay open when other university offices are typically closed, and during the newly adopted trimester by some programs. Recent events and upcoming projects have underscored our serious need for an additional fulltime staff position.


addition to the funds requested from outside the present department budget? A small portion of current student worker hours would be reallocated to help fund this position.


$29,000 in general fund is requested. No tuition or fees relate to this position.

H. Priority Ranking

This request is the Community and Technical College’s priority #9 I. Total Operating Expense Requested $29,000

Personnel expense $29,000


CTC Allied Health Sciences Student Success Coordinator Requsted by: Sally Mead, April 15, 2008 A. Program Description

AHS is requesting GF funding for .75 of our Student Success Coordinator (SSC) position. Presently, 25% is covered by GF and the 75% by grant funds. This position supports faculty with distant and on-campus students in an effort to increase student success through course retention and program completers and has proved to be an essential part of promoting student success within AHS. The SSC collaborates with departments and organizations both within and external to the campus to achieve these goals.

The Student Success Coordinator is instrumental in student and faculty support within the Allied Health Division. In 2007, the SSC has had contact with over 150 students, not including contact made at career fairs. This number is expected to increase by funding this request since the SSC would be able to support additional on campus students as well as distance students. The SSC attends career fairs to recruit for the distance delivered programs since they are relatively new. She also represents all the AHS degrees, certificates and occupational endorsements. The SSC’s most significant contribution is to support new students through the admission process, initial registration and the first few weeks of a semester. This period is strategic to retention of first-year, first-time students. For first-time students and those in rural areas the complicated university system creates frustration and without this assistance, many students would likely not register. The SSC supports students by walking them through the online process and following up with appropriate university departments. This process can take several weeks to complete with as much as a dozen phone and email contacts per student to gain admission to UAA and enroll in the first course. Some students have already enrolled at UAF or UAS and have experienced a different process which causes further confusion. The SSC also identifies obstacles to student success such as the procurement of books and supplies, third party billing and technological and systematic challenges, and offers creative solutions to support students though these processes. The SSC works with students and faculty to assure students are prepared for their courses by working through technical issues related to the distance delivery of courses and insuring students have received all course materials. The SSC also follows up with students about performance in courses as requested by faculty members. To ensure program retention, the SSC also follows up with students at the end of the academic semester to aid in registration for the next course. This process is typically less intensive than the initial admissions and registration process.

The AHS works closely with its industry allies to assure the education students receive best prepares them for their future work. Exist surveys from many of the programs have proved this to be true from industry responses. As tribal health corporations, hospitals, and clinics have been a consistent supplier of allied health distance students, the SSC also works with these entities to streamline the admissions, registration, and accounting processes. Additionally, these organizations have been a source of clinical sites for students making this relationship of even greater importance.


1. Strengthen and Develop the Total UAA Instructional Program. 2. Expand Educational Opportunity and Increase Student Success. 3. Strengthen the UAA Community.

See descriptions for Performance Measures below C. Performance Measures

1. Student Credit Hours and Headcount – In the CTC Career Pathway Planning, AHS identified the statewide role of UAA’s health programs to meet education needs around the state in these health programs. AHS student credit hours have grown in the past 3 years from 6,391 to 7,714, or 21%. 2. First-time, full-time Undergraduate Retention – Since the 5 Occupational Endorsements (primarily distance delivered) are entry level programs, they build skills and confidence for students just beginning their studies. Those students are first-time students, though may not reach full time undergraduate pursuit for a year or more but get the chance to succeed in college courses. The SCC plays a strategic role with faculty in this success. 3. High Demand Job Area Degrees Awarded – The statewide mission to meet allied health workforce needs is shared with UAF-TVC and UAS-Sitka. The SSC works closely with counterparts at those campuses and with UAA faculty to assure completion. The number of students completing Occupational Endorsement certificates has increased since 2006. Vacancy rates for most AHS professions have dropped in the past 3 years which could be a result of increased UAA graduates. 4. Strategic Enrollment Management Plans - The SSC will aid in the recruitment and retention of students within the Allied Health programs and primary objectives of the CTC Strategic Enrollment Management (SEM) Plan. We expect the number of students in the courses will increase due to the recruitment efforts by the SSC, faculty, and staff. Additionally, it is expected that the number of successful graduating students will stabilize or in some cases increase. Inter-division programs, such as an early warning system for students not participating in classes will be implemented to increase course retention rates. Student success rates will be measured by the number of course completers per semester as well as the number of program completers annually



The AHS SSC can continue to work with the CTC Advising Coordinator to provide additional advising support to allied health students. By being located directly within AHS, students can have direct access to advising resources. As many of our programs continue distance delivery beyond certificate level achievements, continued support of students in pre-associate and associate level programs is necessary. This support of students can still be expanded beyond what is currently available

The SSC works with numerous entities both at UAA and external partners. Within the campus, the SSC has worked with Enrollment Services to streamline the admissions and registration processes for distance students. The SSC also works with the Transfer Credit Resource Center as well as Advising and Testing to ensure that students are properly prepared for distance courses and students receive credit for prior college classes. These services can be expanded to on campus students as well. The SSC also works with partner campuses through UAF and UAS to establish a statewide effort to promote student success in the Allied Health industry. As many distance students are in an area other than where they take classes, this collaboration with partner campuses is becoming increasingly important to support students. Additionally, many of the Associate Degree programs use partner campuses for class locations making it important to maintain strong positive relationships with partner campuses.


Full GF funding of the SSC position would increased on-campus student support. By having direct access to academic support, the SSC could further aid faculty and staff in programs that are not currently distance delivered. The SSC has utilized the existing .25 funding to support the CTC’s Academic Advising Coordinator (AAC) in numerous ways during the AY08. A significant impact would occur for the AAC who currently advises allied health pre-majors, approximately 600 students. With seven academic departments within the Community and Technical College, this represents a large portion of work demand within the college. The SSC has worked with approximately 150 on-campus and distance contacts during the same period. This represents 20% of the total AHS students. The CTC Academic Advising Coordinator is currently an 11-month contract. The SSC covered the Allied Health students during the 12th month off period representing approximately 8% of the AAC’s workload. The SSC has also helped decrease work demand of AAC through marketing and recruiting efforts. SSC helped coordinate an information session for pre-radiologic technology students, assisted with numerous campus-wide events and represented allied health programs at city and statewide events. The SSC has also benefited the AAC by coordinating and printing AHS brochures and representing AHS at CTC Marketing team meetings. Through full GF funding, the SSC could increase support of on-campus students while still maintaining a commitment to support rural student success.



With GF established for this position, the success and support for students is assured for the future generations of graduates. The AHS is developing a sophisticated Student Tracking Database that will allow refined analysis of impact by the SCC on student retention.


This request is for $52,000. In FY ’08 AHS received $67,000 in grant funds for the balance of this position.

H. Priority Ranking



Personnel expense $52,000 - .75 Student Success Coordinator (SSC) position.

FY09 CTC Operating Budget Request Alaska Relevant Research CTC Aviation Technology, General Aviation Research Requested by: Rocky Capozzi, April 15, 2008


The Aviation Technology Division, General Aviation Research program conducts applied research in matters of significance to Alaskan aviation. Examples of the research portfolio include Automatic Dependent Surveillance Broadcast (ADS-B), commonly known as CAPSTONE, Remote Airport Lighting Systems (RALS) and Unmanned Aerial Surveillance (UAS). The Federal Government’s inability to pass a budget for the last two fiscal years and an ongoing dispute over the reauthorization of the Federal Aviation Administration has had a negative impact on aviation research projects. Our primary customer, the FAA, has been unable to start new programs and this has strained our self-support capability as “old projects” near completion. This request seeks GF support for a small portion of our personnel budget (~$23,000) to bridge the gap until FAA funding issues are resolved. It will permit the Associate Director for GA Research to devote more man hours to diversifying and securing new projects and funding sources.

The UAA General Aviation Research program focuses on matters of significance to Alaskan aviation and aviation safety. The major GA Research project this office has pursued for the last 7 years is generally known as CAPSTONE. CAPSTONE began as an Alaskan aviation safety initiative with the goal of reducing aviation fatalities in Alaska. The program utilizes Automatic Dependent Surveillance Broadcast (ADS-B) technology. The program has been a resounding success in reducing fatalities and proving the technology. The FAA has announced this technology will provide the backbone for the next generation air traffic control system and will replace RADAR. Other nations such as Australia, Canada and China have reached the same conclusion. In recognition of the significance of ADS-B to worldwide aviation, the National Aeronautic Association (NAA) announced that the Automatic Dependent Surveillance-Broadcast (ADS-B) Team, as the recipient of the 2007 Robert J. Collier Trophy, the most prestigious trophy in all of aviation. “ADS-B is a ground-breaking effort for next-generation airborne surveillance and cockpit avionics,” said NAA Chairman and Collier Selection Committee Chairman Walter Boyne. “Its implementation will have a broad impact on the safety, capacity and efficiency of the national airspace system.” While recognition on the UAA’s work on the national and international stage is significant, the truest measure of the program’s value is the dramatic decrease in aviation deaths in Alaska since the program’s inception. Other research efforts within this program include a Remote Airport Lighting Study. Under the auspices of the Center of Excellence for General Aviation (CGAR), an FAA sponsored consortium of 5 universities, UAA is leading the effort to catalog and study the effectiveness of various schemes for lighting and or providing other means of nighttime visual augmentation to permit safe landings at

night at airports in remote locations with little or no infrastructure. This is extremely important for rural Alaska, particularly for emergency medical evacuations during hours of darkness. The third significant research effort currently underway deals with the operations of unmanned aerial systems (previous referred to as drones or unmanned aerial vehicles). The problem UAA is researching is referred to as Detect, Sense and Avoid (DAS). The biggest stumbling block to large scale and routine use of the UAS technology remains how to safely and routinely use and mix these vehicles with manned aircraft. In particular, the FAA requires “an equivalent level of safety” to a manned aircraft. Exploring how that’s achieved is enormously important to the future of unmanned operations in the National Airspace System of the United States. While technical capabilities in this arena are growing by leaps and bounds until the pathway to an ‘equivalent level of safety’ is identified, growth in the field will be thwarted. Definition of the necessary “detect, sense and avoid” technologies is on the critical path to fully realizing the potential of unmanned aerial systems. Alaska’s vast distances and sparse population make us (the State of Alaska) a prime candidate for a number of UAS applications and experimentations.


General Aviation Research supports Strategic Priority B, Reinforce our Research Mission, emphasizing personnel support. Our program has already demonstrated potential for high impact inside and outside the state and earned wide public recognition.


General Funds help this program bridge the gap of lean years of federal research investment. The goal is to capture future FAA / Federal work as soon as new program starts are authorized. Buying additional time (paying for an additional portion of research associate director Kirk’s salary) allows the department to investigate alternative / additional projects and contract possibilities to further diversify its portfolio. This should return additional contract and possibly research dollars.


throughout the system. The General Aviation Research program is the only one of its kind in the UA system. No other UA department is conducting aviation research. The director travels throughout the state and nationally.



This request attempts to bridge a grants and research shortfall attributed to several years of FAA funding difficulties, thus limiting their ability to begin new projects.

F. What investment, if any, is the department prepared to make in this

initiative in addition to the funds requested from outside the present department budget?

Through a series of meetings, we were able to negotiate with the FAA to have previously unspent CAPSTONE monies reallocated ($81K so far this year) into Direct Engineering & Consulting task monies. This enabled Associate Director Kirk to continue performing CAPSTONE tasks without impacting the departments Fund One allocations. One of our research associates left the program in December 2007. 2% of his salary was Fund One and we did not replace him making additional funds available to pay Mr. Kirk. The department secured additional funds through CGAR on a second FAA contract to keep the remaining research associate employed with external funding through March 2009. This freed additional funds to help pay Mr. Kirk’s salary. At this time, Aviation has no other practical cost saving measures available.


$23,600 GF is requested for partial salary to support the Associate Director for General Aviation research and additional student and temporary assistance. No immediate revenue returns are expected with this request. The object is to devote the purchased additional time to finding additional business—either additional Federal or private research dollars. H. Priority Ranking This request is the Community and Technical College’s priority #10

I. Total Operating Budget Requested $23,600 Personnel expense $23,600 $14,900 - portion of Associate Director for Research salary and benefits $ 5,100 – summer part-time temporary employee salary and benefits $ 3,600 – student worker salary and benefits

Documents

FY09 CTC OPERATING BUDGET ROPOSALSFY09 CTC OPERATING BUDGET PROPOSALS (IN PRIORITY ORDER) $769,300 AY07 CTC Profile 72 degree programs: 17 Occupational Endorsement Certificates (OECs)