higher education coordinating commision … full...2016/05/12 · higher education coordinating...

HIGHER EDUCATION COORDINATING COMMISION May 12, 2016

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Docket Item:

Community College Program Approval.

Summary:

Recommendations from Department of Community Colleges and Workforce Development

Docket Material:

Action Item

Policy Issue: Staff Action on New Career and Technical Education Programs

Proposed Community College Program

State Board Standards--Staff Analysis Abstract

Name of College: Chemeketa Community College

Program Title: Robotics

Proposed Start Date: Fall 2016

Board Submission Date: May 12, 2016

Type of Program:

Associate of Applied Science Degree

Credits: 102 ____________________________________

CIP Code: 15.0405 ____________________________

CIP Title: Robotics Technology/Technician ________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________

Certificate of Completion

Credits:

CIP Code:

CIP Title:

Business and Industry (closed enrollment)

Assurances: The College has met or will meet the four institutional assurances required for program application.

1. Access. The college and program will affirmatively provide access, accommodations, flexibility, and additional/supplemental services for special populations and protected classes of students.


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2. Continuous Improvement. The college has assessment, evaluation, feedback, and continuous improvement processes or systems in place. For the proposed program, there will be opportunities for input from and concerning the instructor(s), students, employers, and other partners/stakeholders. Program need and labor market information will be periodically re-evaluated and changes will be requested, as needed.

3. Adverse impact and detrimental duplication. The college will follow all current laws, rules, and procedures and has made good faith efforts to avoid or resolve adverse intersegmental and intrasegmental impact and detrimental duplication problems with other relevant programs or institutions.

4. Program records maintenance and congruence. The college acknowledges that the records concerning the program title, curriculum, CIP code, credit hours, etc. maintained by the Department are the official records and it is the college’s responsibility to keep their records aligned with those of the Department. The college will not make changes to the program without informing and/or receiving approval from the Department.

Summary

Chemeketa’s proposed Robotics Associate of Applied Science (AAS) degree program is designed to prepare students for industrial automation in applications and service type positions. The program will provide training in topics such as assembling, installation, programming, troubleshooting, maintaining, and operating industrial robotic systems. Students will develop skills in industrial controls, programming, vision systems, fluid power, multi axis motion control, and automation integration, and use robotics with programmable controllers, as well as conventional control systems, to solve problems in an industrial flexible manufacturing environment. The Robotics program offers hands-on learning with modern equipment in classes taught by faculty who have spent their careers working in electronics. Students will troubleshoot automated manufacturing equipment like programmable logic controller (PLC)s, robotics, pneumatics, hydraulics, and motors and controls. Graduates of the Robotics program will be prepared to work as an automated equipment technician in almost any industry. Today, robots can be used in manufacturing, transportation, safety research, mass production and even surgery. This field offers a wide range of employment opportunities to those who are properly qualified to work in robotics. Program Outcomes Students completing this program will: 1. Use appropriate technology to design, construct, and troubleshoot robotic systems for both consumer and industrial use. 2. Apply scientific processes and critical thinking skills to issues in the high technology field of robotics. 3. Explain the ethical aspects of utilizing robotics in society. Program Assessments 1. Project Assessment Rubric: Program Outcomes 1 and 2 2. Ethical dilemma paper in MT105: Program Outcome 3 Benchmarks for Assessments Seventy percent of students will achieve a 70 percent or better grade. This is a standard Career and Technical benchmark for the electronics program.

Program Highlights

Standards: The College has met the five program approval standards.

1. Need The community college provides clear evidence of the need for the program.

The demand for robotics technicians is expected to rise as orders for industrial robots increase. In 2014 robot sales increased by 29% to 229,261 units, by far the highest level ever recorded for one year. Sales of industrial robots to all industries increased compared to 2013.


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The automotive parts suppliers and the electrical/electronics industry were the main drivers of the growth. Robot installations in the United States, the third largest robot market (behind China and Japan), increased 11 percent to a peak of 26,200 units for the same time period. The major driver of this growth was the ongoing trend of automating production in order to strengthen American industries on the global market and to keep manufacturing at home and, in some cases, to bring back manufacturing that had previously been sent overseas. (International Federation of Robotics website, on the Internet at www.ifr.org/industrial-robots/statistics/ {visited March 23, 2016]). The Bureau of Labor Statistics projects that the field of industrial machinery mechanics (also known as electro-mechanical or robot technology) will grow 18 percent in the 2014-2024 decade, with 59,700 total job openings. (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Handbook, 2016-17 edition, Industrial Machinery Mechanics, Machinery Maintenance workers, and Millwrights, on the Internet at http://www.bls.gov/ooh/installation-maintenance-and-repair/industrial-machinery-mechanics-and-maintenance-workers-and-millwrights.htm [visited March 07, 2016]). In Oregon, employment growth for the 2012-2022 projection period reflects an increase of 32.8 percent statewide with 230 projected job openings (122 annual growth openings and 108 annual replacement openings) for industrial machinery mechanics. The Mid-Valley area shows similar projections with growth of 31.1 percent and 29 projected job openings (15 annual growth openings and 14 annual replacement openings). In the fall of 2015, Electronics program faculty conducted a survey of local businesses throughout Chemeketa's service district who do or could use industrial robotics in their manufacturing operations. The 42 companies surveyed were asked two questions: 1) Are you currently using robotics in any form? and 2) Do you forsee the installation of robotics in the future to augment your company's production? Of the organizations contacted, 64 percent responded that they were currently using robotics, and 62 percent responded that they did plan the purchase and installation of more robotics within their operations. In another study conducted during the same time period, 77 potential Chemeketa students were polled. They were asked 1) Would you be interested in a robotics degree? and 2) Would you consider Chemeketa if there was a robotics degree offered? Of the 77 individuals surveyed, 81 percent indicated they would be interested in earning a robotics degree. Seventy-four percent said they would consider attending Chemeketa if there was a robotics degree offered.

2. Collaboration The community college utilizes systemic methods for meaningful and ongoing

involvement of the appropriate constituencies.

The college uses a range of sources to establish ongoing partnerships with its community constituencies. Some of these partnerships include: the Northwest Commission on Colleges and Universities, the Higher Education Coordinating Commission, Oregon Department of Community Colleges and Workforce Development, employer advisory boards and student placement connections, professional organizations, and licensing boards for appropriate occupations. The Robotics degree program was approved in February 2016 by the college's Curriculum Committee and then approved by Chemeketa's Board of Education in April, 2016. Chemeketa also has partnerships with local high schools and programs to offer courses at the high schools for college credit. these courses will prepare students for entry into the program


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soon after graduating. Other required and general education courses will be valuable in preparation entrance into the program and the workforce. Another valuable partnership with workforce and economic development partners assists in building a skilled and trained workforce read to enter their fields immediately upon completion of the program. The Robotics program shares an advisory committee with the college's Electronics programs. Members of this committee—all electronics professionals employed in a variety of local firms— played an essential part in the development of the curriculum of the new Robotics degree,

3. Alignment The community college program is aligned with appropriate education, workforce

development, and economic development programs.

Alignment at the educational level starts with programs and opportunities for professional

certification that create a ladder to successively higher degrees of leadership and

responsibility.

1. Industrial Machinery Mechanic: Requires High School Diploma or Equivalent. (Students

may earn a diploma at any high school in Oregon. Once hired, an entry-level employee will

learn occupation-specific skill sets as part of his/her on-the-job training.) Industrial

machinery mechanics may receive more than a year of on-the-job training, while machinery

maintenance workers typically receive training that lasts a few months to a year. Industrial

machinery mechanics and machinery maintenance workers learn how to perform routine

tasks, such as setting up, cleaning, lubricating, and starting machinery. They may also be

instructed in subjects such as shop mathematics, blueprint reading, proper hand tools use,

welding, electronics, and computer programming. This training may be offered on the job by

professional trainers hired by the employer or by representatives of equipment

manufacturers. (Bureau of Labor Statistics, U.S. Department of Labor, Occupational

Outlook Handbook, 2016-17 Edition, Industrial Machinery Mechanics, Machinery

Maintenance Workers, and Millwrights, on the Internet at

http://www.bls.gov/ooh/installation-maintenance-and-repair/industrial-machinery-

mechanics-and-maintenance-workers-and-millwrights.htm [visited March 07, 2016]).

2. Electro-Mechanical Technician: Requires Associate Degree. (Currently there is no other

community college in Oregon which offers training and certification specifically in the field

of robotics. Chemeketa will fill that void.) Associate degree programs and postsecondary

certificates for electro-mechanical technicians are offered at vocational–technical schools and

community colleges. Vocational–technical schools include postsecondary public institutions

that serve local students and emphasize teaching the skills needed by local employers.

Community colleges offer programs similar to those in technical institutes, but they may

include more theory-based and liberal arts coursework. (Bureau of Labor Statistics, U.S.

Department of Labor, Occupational Outlook Handbook, 2016-17 Edition,


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Electromechanical Technicians, on the Internet at http://www.bls.gov/ooh/architecture-

and-engineering/electro-mechanical-technicians.htm [visited March 08, 2016]).

3. Robotics Engineer: Requires Bachelor's Degree. (Those wishing to continue their

education with a baccalaureate degree in engineering can earn a post-graduate degree in

robotics at Oregon State University.)

4. Professional certification provides an objective assessment and confirmation of technical

skills and knowledge. (Professional certification is available through the International Society

of Automation and the Robotics Industries Association.)

Relationships with four-year colleges and universities are critical in creating seamless transfer

programs and are a focus of the department faculty and the Robotics degree curriculum.

Many of the program courses transfer to Oregon’s public universities as electives.

Chemeketa works directly with WorkSource Oregon providing dislocated worker programs,

trade adjustment programs, and Title 1-B student scholarships and by placing degrees and

certificates on the Eligible Training Provider list. The college also participates with the

Enterprise for Employment and Education, SEDCOR, and the Oregon Community and

Economic Development Department to provide business recruitment and retention training

and education.

4. Design The community college program leads to student achievement of academic and

technical knowledge, skills, and related proficiencies.

The proposed curriculum is included in a quarter-to-quarter mapping format. The learner

outcomes are identified in the individual course outlines; the program outcomes are listed in

the program summary section of this document.

An advising map has been developed to assist staff and students.

Program outcome assessment is built into the Robotics program unit planning process and

follows the college's program review process. Feedback for student success within selected

courses will be derived from, but not limited to, hands-on skill exams, group projects, and

individualized courses performance as measured by existing grading matrices. Student success

within the program will be determined through retention and satisfaction data supplied by the

college, as well as departmental surveys. In addition, input will be sought from the advisory

committee, and graduate and employer surveys.

Chemeketa's Robotics program prepares students to take industry standard certification

exams.

5. Capacity The community college identifies and has the resources to develop, implement, and

sustain the program.


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The majority of the courses included in the Robotics AAS program are already taught as part of Chemeketa's electronics programs. The college's current electronics lab equipment will serve as a starting point for the program. Grant funding is being sought to expand the lab facilities to include additional robotics equipment. The Robotics program will operate on a limited-enrollment basis to ensure that all students are able to spend as much time as necessary in the lab and with faculty in a lecture setting in order to gain the skill sets necessary to be successful in this field.

Approval

Signature

Name Luis Juarez Patrick Crane

Title Education Specialist Director

Date 4/11/16 4/11/16

Staff Recommendation:

RESOLVED, that the Higher Education Coordinating Commission approve the Robotics Associate

of Applied Science degree program at Chemeketa Community College.


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Docket Material:

Name of College: Portland Community College

Program Title: Healthcare Careers

Proposed Start Date: Spring 2016-17


Type of Program:


Credits: ______________________________________

CIP Code: __________________________________

CIP Title: __________________________________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________


Credits: 14

CIP Code: 51.9999

CIP Title: Health Professions and Related Clinical Sciences, Other







Summary

The Healthcare Careers 14 credit Less Than One Year Certificate prepares students with the foundational

skills required by employers for entry-level positions in the healthcare industry. In addition, it prepares

students to continue their education in allied health, introducing students to the breadth of career

opportunities available in the healthcare industry. Students will examine the soft skills, technical expertise,

credentials, and career paths available. Completers will understand what is required to become a healthcare

professional, complete first aid and cardiopulmonary resuscitation (CPR) for the health professional, and

understand basic medical terminology, electronic health records, and health law and ethics. Students will


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develop both the customer service skills and the technical knowledge required in the industry. They will be

prepared to go into entry-level positions such as Patient Access Specialist, Patient Relations Representative,

Medical Office Assistant, Sterile Processing Technician, Dietary Aid, and other entry-level administrative

positions in the field.

Program Highlights



Healthcare occupations are projected to increase by 22% through 2022, according to

Oregon Labor Market Information System (OLMIS), with healthcare as one of

region’s top sector strategies. Many of the jobs in the healthcare industry are middle

skilled jobs—those requiring more than a high school diploma but less than bachelor’s

degree. According to Labor Insights, a Burning Glass real time labor market

information tool, Healthcare was the top industry in the last 12 months, with over

31,247 healthcare jobs requiring less than a bachelor’s degree posted in the Portland

Vancouver labor shed area. The jobs are typically living wage jobs. Healthcare support

occupations pay an entry-level wage of $15 to 16.70 an hour, with an average annual

income of $41,385/year (OLMIS 2015 Wage Report). Medical Secretaries, the broad

occupational cluster that includes many of the entry-level positions for which the

Healthcare Careers completers will be qualified, are expected to have a much higher

rate of employment in the occupation. There is also projected to be a much higher

number of Medical Secretary job openings through 2022—up 33.4% (OLMIS 2016).

Healthcare employers have also expressed the need to expand their talent pipeline for

entry-level positions. Multiple Portland Metro area employers have reported difficulty

finding employees for entry-level positions who demonstrate the soft skills and have

an understanding of the healthcare industry’s professional expectations, basic medical

terminology, electronic health records, and how to work on a team. The Healthcare

Careers certificate would meet the need and help bridge the skills gap reported by

industry partners.



This certificate has been developed through collaborative efforts within and outside of

the college. The certificate was developed amongst an interdisciplinary team of allied

health leaders, faculty, and staff, to create a certificate that could be a springboard into

multiple healthcare education paths at the college and lead to career path jobs in the

industry. Deans, faculty, and directors involved in the design represented: Medical

Professions, Medical Assisting, Institute for Health Professionals, Nursing,

Emergency Medical Services, Dental Assisting, Dental Hygiene, and Ophthalmic

Medical Technology.

3. Alignment The community college program is aligned with appropriate education,

workforce development, and economic development programs.


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The Healthcare Careers certificate is aligned with the Medical Professions program,

and lattices to many of the Allied Health programs at Portland Community College

(PCC). For example, four of the five courses contained in the certificate are required

or are pre-requisites to the Medical Assisting program at PCC. Some of the courses

are also recommended, pre-requisites, or required in other Healthcare programs—

such as Ophthalmic Medical Technology, Vet Tech, and Radiography. Students who

complete this foundational Healthcare Careers will be better positioned to continue

their education, both in terms of skill development and with a clear and intentional

career path that has been proven to increase college completion.

4. Design The community college program leads to student achievement of academic

and technical knowledge, skills, and related proficiencies.

Students who complete the 14 credit, five course certificate should meet the certificate

outcomes which are aligned workplace skills. The certificate is developed so that a

student could complete it in one term, to quickly enter the workforce; or over time, so

that a student whom is working could build the skills and earn a credential to advance

his or her career. It is also designed to scaffold to multiple programs and serve as a

college completion milestone, to encourage students to persist and continue their

college education.

Pre-requisites for entry to the certificate program are basic math and developmental

writing. Pre-requisites at this level will not substantially impede a student’s entry into

the program but will ensure they have the skills needed to succeed in the program.

Instructional design of the courses varies among the courses and is based upon

student learning objectives. Courses will include a mixture of classroom based lecture

and web-based instruction. There will be opportunities for project and work-based

learning, including employer tours and/or presentations. There will also be

opportunities for students to develop critical thinking skills, while working on diverse

teams that may mirror future patients and co-workers. The majority of the courses

contained in the certificate are existing courses, with well-developed and rigorous

assessment metrics and methods.

The college has an open access policy which ensures access for all individuals. PCC

serves students with special needs including those with disabilities, displaced workers,

and non-native speakers of English. Services include the provision of tutors,

counselors, childcare, financial aid, and English as a second language (ESL)

instruction. Other services may include interpreters and communication devices for

deaf and hearing impaired students, note taking options, taping of printed materials,

test readers/writers, enrollment assistance, career guidance, and corrective physical

education. Staff and students also have access to consultations and workshops

designed to increase awareness of disability issues. PCC as a public agency provides

comprehensive services for students with disabilities in both the classroom and online

formats. The college has a Disabilities Services office:

http://www.pcc.edu/resources/disability/


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PCC supports diversity in the student body and employment. The PCC Office of

Affirmative Action and Equity (OAAE) provides leadership to facilitate, manage and

coordinate college policies, procedures and programs related to diversity, inclusion

and equity: http://www.pcc.edu/about/affirmative-action/

5. Capacity The community college identifies and has the resources to develop,

implement, and sustain the program.

PCC has a vibrant and well-resourced Applied Healthcare Division. There is at the

minimum one full-time faculty assigned and several part-time faulty assigned to the

Medical Professions department, the department who will oversee the new certificate.

PCC possesses adequate capacity to serve students in this certificate, because the

majority of the classes are embedded within existing programs.

The courses are not new and are taught by full- and part-time faculty in the Medical

Professions and Health departments, allowing the college to leverage existing

instructional resources and facilities. The faculty are experienced and qualified to

deliver the content and meet stated outcomes, in accordance with bargaining unit

criteria and accreditation standards. Students have access to career counseling,

instructional support, and advising. The Career Pathways Department can provide

additional coaching, career mapping, and support attaining internships and jobs. The

college provides full service library services at three campuses in the district. The

college is committed to maintaining a complete catalog of lower division collegiate

courses to accommodate students earning a certificate and preparing to transfer to a

university.

Approval

Signature

Name KC Andrew Patrick Crane

Title Education Program Specialist Director

Date 4/19/16 4/19/16


RESOLVED, that the Higher Education Coordinating Commission approve the Healthcare Careers

Certificate of Completion (12-30 credits) program at Portland Community College.


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Docket Material:

Name of College: Rogue Community College

Program Title: Medical Administrative Assistant

Proposed Start Date: Fall 2016-17


Type of Program:


Credits: ______________________________________

CIP Code: __________________________________

CIP Title: __________________________________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________


Credits: 24

CIP Code: 51.0716

CIP Title: Medical Administrative/Executive Assistant and Medical Secretary







Summary

Prepares students for entry-level employment in a healthcare setting. Medical administrative assistants are in

many ways similar to other administrative assistants, but they have specialized knowledge about healthcare

and the specifics about the type of practice for which they work. They are an essential part of running an

efficient medical practice. Effective communication with both patients and medical staff, medical terminology,

insurance and billing cycles, and general office procedures are included in this program. Students completing


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this program will be prepared to take the national Certified Medical Administrative Assistant (CMAA) exam,

although certification is not an employment requirement at this time. This is a cohort-based program.

Program Highlights



According to the Department of Labor Growth by Major Industry Sector statistics,

health care and social assistance careers are expected to increase by more than 10

percent between the years 2014-2024. An important part of this growth is entry-level

employment that addresses the front office needs of medical clinics. Healthcare

administrative assistants will play an important role in the maintenance of medical

records, scheduling and accurate processing of varied office procedures.



Rogue Community College has developed relationships with local industry partners as

a common practice and will continue to foster these affiliations with advisory

meetings. Our industry partners include private practices as well as federally qualified

health centers. Input from a wide variety of practices provides a strong foundation of

industry needs as well as an employment base for program graduates.

8. Alignment The community college program is aligned with appropriate education,

workforce development, and economic development programs.

This certificate aligns with the college mission for student success, equipping them

with the knowledge to procure a living wage career in the medical administrative

assistant field and nationally recognized certification. With a median pay of $28,000

annually, this is to also be considered as a sustainable living wage career field leading

to decreased dependency for state funded assistance programs in the area. As an

introductory career path to healthcare occupations, students can complete a very

short-term training and move directly into the workforce.

9. Design The community college program leads to student achievement of academic

and technical knowledge, skills, and related proficiencies.

The two-term Medical Administrative Assistant program will prepare students for

entry-level employment in a healthcare setting. Medical administrative assistants are in

many ways similar to other administrative assistants, but they have specialized

knowledge about healthcare and the specifics about the type of practice for which they

work. They are an essential part of running an efficient medical practice.

Effective communication with both patients and medical staff, medical terminology,

processing of insurance and billing cycles, and general office procedures are included

in this program. After completion of this certificate program students will have a

background in office skills and a working knowledge of the medical field, preparing

them for a career in health care offices.


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10. Capacity The community college identifies and has the resources to develop,

implement, and sustain the program.

Though development and implementation of this program is grant funded, it is

believed that due to projected increase of employability in the field it will achieve self-

support status at grant cessation. Due to the nature of the program, it can be taught

through hybrid or online formats decreasing cost and increasing chances of

sustainability.

Approval

Signature

Name Luis Juarez Patrick Crane

Title Education Program Specialist Director

Date 4/5/16 4/5/16


RESOLVED, that the Higher Education Coordinating Commission approve the Medical

Administrative Assistant Certificate of Completion (12-30 credits) program at Rogue Community

College.


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Docket Material:


Program Title: Pharmacy Technician



Type of Program:


Credits: _______________________________________

CIP Code: __________________________________

CIP Title: __________________________________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________


Credits: 41

CIP Code: 51.0805

CIP Title: Pharmacy Technician/Assistant







Summary

Prepares students for work in entry-level positions in hospitals and retail pharmacy settings. Students will learn to prepare prescription orders under the supervision of a licensed pharmacist, perform applicable pharmacy calculations, and comply with federal and state regulatory agency laws and regulations. Upon completion of this program students will be able to perform all the duties required in any pharmacy practice setting. Students completing this program will be prepared to take the national Certified Pharmacy Technician (CPhT) exam, although certification is not an employment requirement at this time. The program includes nearly 400 hours of internship in a


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local pharmacy setting so students experience hands-on, practical application of their knowledge. This is a cohort-based program.

Program Highlights



According to the Department of Labor Growth by Major Industry Sector Statistics, health care and social assistance careers are expected to increase by more than 10 percent between the years 2014-2024. Previously, needs for pharmacy technicians were met through training in RCC’s Individualized Career Training program. At this time, the industry demand for pharmacy technicians in our area exceeds the training capacity of an individualized program. Employment of pharmacy technicians is projected to grow 20 percent from 2012 to 2022, faster than the average for all occupations. Job prospects are good, particularly for those with formal training, certification, and those with experience in a retail setting.



This program was developed and endorsed by our Pharmacy Technician Advisory Committee as necessary for entry-level employment in the occupation. Representatives from both retail and institutional pharmacy settings were represented in the development of program goals and outcomes. The courses developed will provide students with both the didactic and hands-on (practicum) experience needed to pass a national competency exam and fulfill industry needs.



The curriculum in these courses is derived from a set of identified learning outcomes that are

relevant to the discipline as define by the Oregon Board of Pharmacy.

This certificate aligns with the college mission for student success, equipping students with

the knowledge required to procure a living wage career in the pharmacy technician field and

nationally recognized certification. With a median pay of $33,000 annually, this can be

considered as a sustainable living wage career field leading to decreased dependency for state

funded assistance programs in the area.




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The Pharmacy Technician three-term certificate program prepares students for work in entry-

level positions in hospitals and retail pharmacy settings. Students will learn to prepare

prescription orders under the supervision of a licensed pharmacist, perform applicable

pharmacy calculations, and comply with federal and state regulatory agency laws and

regulations.

Upon completion of this program students will be able to perform all the duties required in

any pharmacy practice setting. Students will also be prepared to take the national certification

exam. The program includes nearly 400 hours of internship in a local pharmacy setting so

students experience hands-on, practical application of their knowledge.



Though development and implementation of this program is grant funded, it is believed that due to projected increase of employability in the field, it will achieve self-support status at grant cessation. Due to the nature of the program, it can be delivered in a hybrid or online format, decreasing costs and increasing chances of sustainability.

Approval

Signature



Date 4/18/16 4/18/16


RESOLVED, that the Higher Education Coordinating Commission approve the Pharmacy Technician

Certificate of Completion (31-44 credits) program at Rogue Community College.


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Program Title: Medical Coding Specialist



Type of Program:


Credits: _______________________________________

CIP Code: __________________________________

CIP Title: __________________________________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________


Credits: 34

CIP Code: 51.0713

CIP Title: Medical Insurance Coding Specialist/Coder







Summary

The Medical Coding Specialist three-term certificate program prepares students for work in entry-level coding positions in outpatient healthcare settings. For the rapidly expanding field, students will focus on developing an understanding of the concepts of the billing cycle, the language of medicine, and the ability to apply both to professional coding standards. Instruction concentrates on the areas of anatomy and physiology, medical terminology, pharmacology, laboratory medicine, medical finance, and coding. Coders are required to abstract medical documentation from patients’ charts and correlate the diagnosis and procedures performed into numerical code numbers. Students completing this program will be prepared to take the national Certified Coding Associate (CCA) exam, although certification is not an employment requirement at this time. This is a cohort-based program.


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Program Highlights



According to the Department of Labor Growth by Major Industry Sector Statistics, health care and social assistance careers are expected to increase by more than 10 percent between the years 2014-2024. In response to local industry demand, Rogue Community College seeks approval to provide certificate education in the area of medical coding. Careers in medical coding are expected to increase at a rate of 15 percent in that timeframe; much faster than average. It is projected that more than 29,000 jobs nationwide will become available in the field increasing the need for educated and certified coders. The projected increase in the need for health care support workers in Oregon is approximately 10 percent (http://www.bls.gov/emp/ep_table_201.htm). After advisory meetings with several of our industry partners including AllCare Health, Asante, Providence Medical Centers and Southern Oregon Rehabilitation Centers, the need for local qualified coders is apparent. In accordance with government regulations, as of October 1, 2015, companies must begin transitioning to a new program ICD-10, increasing the need for formalized training programs.



Rogue Community College has developed relationships with local industry partners as a common practice and we continue to foster these affiliations with semi-annual advisory meetings. Thus giving industry and community partners opportunities to exchange thoughts and ideas while providing valuable feedback to the college. These alliances allow us to evolve and comply with industry needs and standards.



This certificate aligns with the college mission for student success, equipping them with the

knowledge to procure a living wage career in the medical coding field and nationally

recognized certification. With a median pay of $36,000 annually, this can be considered as a

sustainable living wage career field leading to decreased dependency for state-funded

assistance programs in the area.




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After completing the certificate program, students will be prepared to sit for the nationally

recognized Certified Professional Coder (CPC) exam. This certification is the first step to

increased specialized certifications leading to career advancement. In addition, the courses

will be developed around the ICD-10 software thereby ensuring our students have the most

up-to-date education to achieve employability.



Though development and implementation of this program is grant funded, it is believed that due to the projected increase of employability in the field it will achieve self-support status at grant cessation. Due to the nature of the program, it can be taught in a hybrid or online delivery, decreasing costs and increasing chances of sustainability.

Approval

Signature



Date 4/18/16 4/18/16


RESOLVED, that the Higher Education Coordinating Commission approve the Medical Coding

Specialist Certificate of Completion (31-44 credits) program at Rogue Community College.


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Program Title: Sterile Processing Technician



Type of Program:


Credits: _______________________________________

CIP Code: __________________________________

CIP Title: __________________________________

Option Title

Credits: _____________________

CIP Code: __________________________________

CIP Title: __________________________________


Credits: 38

CIP Code: 51.1012

CIP Title: Sterile Processing Technology/Technician







Summary

Prepares students for work in entry-level positions in hospitals and other surgical settings. The sterile processing technician plays a vital role in maintaining the cleanliness, functionality, and inventory of health care instrumentation and equipment. They ensure that patients avoid infections through sterilizing instrumentation and equipment used in hospital procedures. This is a cohort-based program. Students will be introduced to microbiology and have an understanding of infection control, the principles and practices of sterile processing and decontamination procedures, and the ability to maintain inventory control in a healthcare setting. Students completing this program will be prepared to take the national Certified Registered Central Service Technician (CRCST) exam, although certification is not an employment requirement at this time.


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Program Highlights



According to the Department of Labor Growth by Major Industry Sector Statistics, health care and social assistance careers are expected to increase by more than 10 percent between the years 2014-2024. In response to local industry demand, Rogue Community College seeks approval to provide certificate education in the area of Sterile Processing Technician. Careers in sterile processing are expected to increase at a rate of 15%-21% in that timeframe; much faster than average. It is projected that more than 30,000 jobs nationwide will become available in the field increasing the need for educated and certified sterile processing technicians. The projected increase in the need for health care support workers in Oregon is approximately 10 percent (http://www.bls.gov/emp/ep_table_201.htm). After advisory meetings with several of our industry partners: AllCare Health, Asante, Providence Medical Centers and Southern Oregon Rehabilitation Centers, the need for local qualified sterile processing technicians is apparent. Industry partners expressed frustration with not being able to fill open positions, and are constrained to conduct 100 percent in-house training. They also expressed the willingness to reward certified technicians nominally with significant pay increases.



Rogue Community College has developed relationships with local industry partners as a common practice, and we continue to foster these affiliations with semi-annual advisory meetings. This gives industry and community partners the opportunity to exchange thoughts and ideas while providing valuable feedback to the college. These alliances allow us to evolve and comply with industry needs and standards.




the knowledge to procure a living wage career in the sterile processing technician field and

nationally-recognized certification. With a median pay of $32,000 annually this is also






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the knowledge to procure a living wage career in the sterile processing technician field and

nationally-recognized certification. With a median pay of $32,000 annually this is also





Though development and implementation of this program is grant funded, it is believed that due to projected increase of employability in the field, it will achieve self-support status at grant cessation. Due to the nature of the program it can be taught in a hybrid or online format, decreasing cost and increasing chances of sustainability. Through the support of our industry partners, the clinical portion of curriculum with be done onsite decreasing the need for a skills lab.

Approval

Signature



Date 4/25/16 4/25/16


RESOLVED, that the Higher Education Coordinating Commission approve the Sterile Processing

Technician Certificate of Completion (31-44 credits) program at Rogue Community College.

higher education coordinating commision … full...2016/05/12 · higher education coordinating...

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