About HCC

Workforce Development & Transfer

Strategy #3: Align programs with workforce demands, student needs for transfer, and employment opportunities.

OBJECTIVE 3.1: Take a college-wide, systemic approach to developing and implementing training, certificate and degree programs to address existing and emerging industries and expand enrollment by non-traditional students.

Measurable Outcomes:

By 2022, increase the number of credentials awarded in high-need/priority fields (STEM and Health) to 335.
By 2022, increase the number of workplace credentials awarded in high-need/priority fields (Health, Manufacturing, IT, Education and Hospitality) to 3,000.

DHE Alignment: Boost College Completion Rates

Action Items

1. Align academic and training curricula with employment opportunities and needs.

  • A) Year Zero: Leverage existing and develop new advisory boards consisting of industry leaders to guide the alignment of curriculum; conduct skills based gap analysis of emerging and/or untapped markets; prioritize high-need fields; determine the method for aligning academic and training curricula.
  • B) Years 1-3: In alignment with NACE* competencies, create tailored instruction to meet the needs of employers in high-demand existing and emerging industries; develop and deliver instruction that is tied to specific employer needs above and beyond degree or certificate requirements (e.g., internships, apprenticeships); engage students in career-readiness activities (e.g., online Moodle course) to assist in their development of necessary skills for gainful employment.
  • Success looks like: New academic and training programs aligned with emerging fields (e.g., cannabis, green and life sciences technology, cyber security); an increased number of graduates reporting degree-related job attainment; career readiness programs are being delivered across disciplines; employers seek out our students for internships and jobs.

2. Develop marketing and outreach plans that bridge the gap between credit and non-credit programming, thus communicating to students the flexibility and multiple options available to achieving academic/career goals that keep them nimble in the marketplace.

  • A) Year Zero: Identify opportunities to integrate credit and non-credit. Develop strategies that engage alumni in opportunities for re-entry into non-credit courses.
  • B) Years 1-3: Establish a marketing campaign with a singular brand which breaks down the silos between credit and non-credit. Provide training to college community on options for both non-credit and credit with emphasis on meeting students where they are and encouraging lifelong learning.
  • Success looks like: By launching and promoting more programs that provide immediate job opportunities and put students on path to careers, HCC yields a larger and broader demographic of students who are then prepared to be successful in these job markets.

OBJECTIVE 3.2: Increase the number of underrepresented students who achieve job placement and academic transfer by building and strengthening programs and partnerships.

Measurable Outcomes: By 2022, the transfer rate of all first-time, degree-seeking students within 150% of normal time will increase by 4 percentage points. By 2022, the transfer rate of first-time, degree-seeking students of color within 150% of normal time will increase by 4 percentage points. By 2022, the employment rate for students of color who graduated from career-focused programs will increase by 4 percentage points. By 2020, job placement from workforce programs will increase by 4 percentage points.

DHE Alignment: Boost College Completion Rates

Action Items

1. Assess and align programs and resources to expedite students' progress towards degree attainment and transfer, with an emphasis on eliminating barriers for underserved and underrepresented students.

  • A) Year Zero: Review data for underserved student outcomes (e.g. time to completion, transfer rates, success after transfer; identify best practices around the country (e.g. Guided Pathways); Assess and align college prep programs (e.g., ESL, ESOL/ABE, Transition to College, developmental courses) to meet the needs of students; evaluate existing and explore additional transfer pathways.
  • B) Years 1-3: Implement new structured approach to increasing degree attainment and transfer opportunities for underserved students; evaluate student success of transfer programs.
  • Success looks like: An increase in the number of underrepresented students earning degrees and transferring.

2. Analyze program review data, course scheduling data, and the Pioneer Valley Blueprint* to inform the alignment of programs with job placement.

  • A) Year Zero: Create workforce development review process that is aligned with the academic program review process; explore cross-disciplinary stackable credentials; identify industry partners for program alignment to workforce.
  • B) Years 1-3: Utilize the data to inform alignment of programs with job placement; in cooperation with MassHIRE, scale up Career Services to support job placement and workplace readiness; develop on-the job training opportunities across disciplines.
  • Success looks like: Method to align programs to workforce demands exists; ability to develop new programs based on industry needs; students are prepared for immediate entry into the workforce.

*NACE is the National Association of Colleges and Employers. NACE competencies include critical thinking/problem solving, oral/ written communications, teamwork/collaboration, digital technology, leadership, professionalism/work ethic, career management, and global/international fluency.

The Pioneer Valley Labor Market Blueprint seeks to fuel economic growth by bridging the gap between the skills and experience of individuals and the needs of employers.