Workforce Program Development Manual

Workforce Progr am Development Process

Progr am Prepar ation & Student Recruitment

Step 7, Document 8

July 6, 2021

Hello! I would like to introduce you to Lone Star College. You might already be familiar with who we are by having visited STEP 7
a campus close to you, had a relative attend classes, or sent one of your clients to us. However, you may not know about
all the programs and resources we have to offer, and their impact on your organization. As a community college we are
here to serve – the community. Of course, our key service is education and training to either prepare students for great
jobs immediately following completion of a certificate or associate degree or to transfer to a university to complete a
bachelor’s, masters, professional or doctoral advanced degree.

COVID-19 has affected how every organization does business. Lone Star College wants to get back to developing
relationships in our community that result in mutually beneficial partnerships whether that be renewing existing
relationships or starting something new. We want to be the educational resource in our area for individuals – both first
time and those needing upskill training – as well for organizations such as yours dependent upon a qualified workforce.

Your business has been identified as one with hourly employees who might be interested in attending college for either
a non-credit certificate, certification or an entire associate or bachelor’s degree. Our hope is that you will help us share
information about who we are and the education and training resources we offer to your employees and clients.
Providing the best customer service to each student as they navigate their way to us is important, and we know money
is a concern. Many of our programs have funding available for those who qualify and if they are full-time employees the
Texas Workforce Commission in collaboration with Lone Star College funds incumbent worker training.

The programs of study (majors) at Lone Star College are organized in Areas of Study and attached is a printable brochure
with detailed information.

Lone Star College offers:

• College Transfer Credit – that most universities accept and in an Associate of Arts or Associate of Science format
– www.lonestar.edu/programs

• Fast Track Workforce Programs (6-14 weeks to a job) – 70 of them – www.lonestar.edu/programs
• Industry Certification Bootcamps in IT and other industry specific certifications
• Customized Training for Corporations
• English as a Second Language and GED Preparation

The fall semester begins on August 30 so there isn’t much time to get started. Please reach out to any of the numbers
below or one of our advising team to get started today!

Respectfully,

Linda

Linda L. Head

Sr. Associate Vice Chancellor, LSC-System Office, [email protected], 832-813-6816

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Workforce Progr am Development Process

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Step 7, Document 9

STEP 7

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Progr am Prepar ation & Student Recruitment

Introduction & Structure...................................................................... 3
Types of Advisory Councils, Defined................................................. 4
Member Responsibilities..................................................................... 5
Member Responsibilities Continued .................................................. 7
Programs of Study............................................................................... 8

STEP 7

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STEP 7 Workforce Program Advisory Committees and Councils

The Higher Education Coordinating Board (THECB) depicts the general rules that govern
workforce programs (AAS and some Continuing Education) at Texas Community Colleges.
Those rules are included what is termed the GIPWE which stands for THECB Guidelines for
Instructional Programs in Workforce Education. There is also a THECB mandated WECM which
is the Workforce Education Course Manual, which is the entire state inventory for approved
courses for workforce education, college credit and non-credit. There is a separate set of
guidelines for ACGM, or Academic Course manual and related courses.

In the GIPWE, we are required to have an industry related advisory committee for every AAS
and all non-credit THECB approved program of study. Those Advisory Committees are led by
one of our Instructional Deans from one of the LSC campuses. They lead the committee for the
entire LSC system and all deans, department chairs and faculty are included in the work the
committee conducts and most importantly, decisions made by the Advising Committee.

This handbook pertains to the Lone Star College, Chancellor’s Advisory Councils, which the
Chancellor and his Cabinet have designed to include your voice into our programs of study.
The businesses and organization leaders invited are determined by the Chancellor utilizing
labor market data, economic data and personal recommendations from LSC Office for External
and Employer Affairs or his Cabinet members. These councils operate at a strategic level and
focus on an entire industry.

In a separate handbook are policies and practices for program-level advisory committees, which
are an integral part of the partnerships between Lone Star College (LSC) and industry. These
committees are at a more tactical and specific program/occupation oriented.

The leadership for 2021-22 include but are not limited to:

Chancellor Dr. Stephen C. Head
COO Dr. Mario Castillo
Vice Chancellor, Academic Success Dr. Dwight Smith
Sr. Assoc. Vice Chancellor, External & Employer Relations Ms. Linda Leto Head
Director, Communication & Outreach Ms. Latasha Jones
Executive Vice Chancellor Dr. Seelpa Keshvala
Presidents
Dr. Gerald Napoles
CyFair, interim Dr. Quentin Wright
Houston North Dr. Melissa Gonzalez
Kingwood Dr. Rebecca Riley
Montgomery Dr. Archie Blanson
North Harris Dr. Lee Ann Nutt
Tomball Dr. Shah Ardalan
University Park

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Chancellor-Level Advisory Councils STEP 7
(By invitation only by the LSC Chancellor or his designee, both internal and external
members)

LSC convenes industry leaders (CEO, VP, or similar organizational positions) to discuss workforce
trends and needs inthe following groups:

1. Construction
2. Emergency Services
3. Energy
4. Healthcare
5. Information Technology
6. Manufacturing
7. Transportation & Logistics

In addition, The Office for External and Employer Relations in collaboration with other system-
wide divisions of LSC lead on behalf of the chancellor:

• ISD Superintendents
• Community- Based Organizations

The Office of External and Employer Relations organizes these meetings that consist of introductory
remarks and updates from LSC’s Chancellor and then a strategic guideddiscussion. Campus
presidents lead discussions at each table, and a scribe takes notes on the industry participants’
comments. Information is gathered and distributed to key stakeholders throughout LSC for
consideration and next steps.

Program-Level Advisory Committees

An advisory committee is established to advise educators for each workforce education program or
closely related cluster of programs and is composed of a group of people with specific occupational
knowledge and expertise. Program-level advisory committees are facilitated by LSC
instructional deans with participation from related college faculty and occupational experts working
in the specific occupation.

Advisory committees are important to the establishment and maintenance of up-to-date
educational programs. Even though the committee has no legislative or administrative authority,
it serves a critical role in ensuring LSC programs are current and relevant. Program-level
advisory committees’ discussion topics include very specific state and national accreditation
requirements, industry certifications, curriculum and course outlines, textbooks, online
materials, digital course modules, teaching lab specifications and faculty credential
recommendations.

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Required by Lone Star College, additional responsibilities

We realize that not every member will participate in every item, thus an entire
Advisory Council

LSC-Specific Function Chancellor-Level Program-Level

1. Public Relations/ Recruitment/Professional Advisory Councils Advisory Committees
Development

a. Promote the image and an Yes Yes
awareness of Lone Star College Yes
across the Houston MSA and Texas. Yes

b. Serve as a liaison between the Yes
colleges and the community Yes

STEP 7 c. Keep the colleges informed of current
specific needs and changes in the
labor market and employer workforce
needs

d. Connect LSC leadership to potential
partners in the community that will help
with Student Success

e. Identify conference
speaking opportunities, print and digital
campaigns where LSC should present
their successful practices and students.

2. Student Job Placement

a. Identify leaders within the local Yes Yes
business/industry community who can Yes
provide employment opportunities students
with external learning experiences,
employment, and job opportunities.

b. Provide feedback and recommendations for
graduate follow-up surveys

3. Customized Training – Incumbent Workers

a. Provide guidance on needed areas of Yes
ongoing professional development &
training for alumni and other incumbent
workers

b. Keep LSC abreast of required industry
certifications in the industry

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LSC-Specific Function Chancellor-Level Program-Level
4. Program Content
Advisory Councils Advisory Committees

a. Assist with strategic planning for the Yes
program, including evaluating the goals
of the program and how multiple career Yes
fields integrate within an occupational Yes
cluster.
Yes
b. Provide recommendations for members
form their company/organization to sit on
the Program Advisory Committees.

c. Recommend on-going professional
development needs for the specific career
field

d. Recommend 3rd parties who provide
curriculum when
textbooks do not yet exist

5. Fund Raising/Equipment Donations

a. Support the colleges in Yes
fundraising efforts for student scholarships Yes
/or donations of training equipment for
LSC instructional labs

b. Notify LSC of special project opportunities

c. Participate in LSC special programs and Yes
grant opportunities

d. Participate in international training Yes
projects
STEP 7

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Required by Texas Higher Education Coordinating Board’s (THECB) Guidelines
for Instructional Programs in Workforce Education (GIPWE)

GIPWE-Required Function Chancellor-Level Program-Level

1. Evaluate the goals and objectives of the Advisory Councils Advisory Committees
program curriculum
Yes

2. Establish workplace competencies for the Yes
program occupation(s)- technical and
behavioral

3. Suggest program revisions as needed Yes
Yes
4. Evaluate the adequacy of existing college
facilities and equipment

5. Advise college personnel on the selection and Yes Yes
acquisition of new equipment

STEP 7 6. Identify local business/industry leaders who Yes Yes
will provide students with external learning Yes Yes
experiences, employment, and placement Yes
opportunities Yes

7. Assist in the professional development of the
faculty

8. Assist in promoting and publicizing the
program to the community and to business and
industry

9. Represent the needs of students from special
populations

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Workforce Publications
CE

Workforce Publications
CE

Workforce Progr am Development Process

Progr am Begins

PROGRAM BEGINS STEP 8

Campus instructional divisions have primary responsibility for
starting new or modified programs offered at their campus (in
person or online). System Office Continuing Education handles
the same for non-credit programs.

Soon after the implementation of a new program of study, the work of both the
Program Curriculum Team and the Employer Advisory Councils begins. Refer to
Curriculum Management Manual, Program Advisory Council Handbook and
Chancellor Advisory Council Handbook.

Program Curriculum Team begins to meet. The Program Advisory Committee
membership is formed during initial industry focus group and competency
identification meetings. Definitions and purpose of program advisory committees are
provided in the THECB’s Guidelines for Instructional Programs in Workforce
Education:

“Institutions must establish separate industry-based advisory committees for each
workforce education program. The role of an advisory committee is to 1) help a
college document the need for a workforce education program and 2) ensure that the
program has adequate resources and a well-designed curriculum to provide students
with the knowledge, skills, and abilities essential for employment. The advisory
committee is one of the principal means of ensuring meaningful business and industry
participation in program creation and revision.” (GIPWE, 2015) Guidelines for
Instructional Programs in Workforce Education. (2015).

Having a new workforce program does not trigger a new Chancellor’s level advisory
council but adding a new workforce program does lead to new industry
representatives being considered for the existing Chancellor’s level advisory councils.

Simultaneous with campus-driven tasks like faculty hiring and class scheduling,
System Office departments have tasks to complete.

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Workforce Progr am Development Process

Progr am Begins

Process for New:
1. Students are registered, classes begin, and workforce advisors help
students navigate matriculation through the program to help with their
success.
2. Job Development identifies open job postings for students
3. Resource Development Administration (RDA) supports alternative funding
efforts, and funding opportunities are identified to support student tuition
funding
4. Dual Credit office identifies opportunities with Independent School Districts
(ISDs)
5. Corporate College develops customized training for related client
companies
6. Campus dean and faculty chair plan and hold the first program advisory
committee meeting.

DOCUMENTS AND RESOURCES
1 - Advisory Council Handbook (SharePoint)
2 - Curriculum Management Handbook (SharePoint)

STEP 8

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Step 8, Document 1

STEP 8

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Step 8, Document 2

CURRICULUM TEAM

HANDBOOK

STEP 8

264 Office of External & Employer Relations 2021-22

LoneStar.edu/External-Affairs

Workforce Publications
CE

Workforce Publications
CE

Workforce Progr am Development Process STEP 9

Progr am Evaluation

PROGRAM EVALUATION

Annually beginning in November

Evaluation of instructional programs is critical for the assurance
of quality in higher education and training. In addition, the Texas
Higher Education Coordinating Board conducts an annual Low Performing Programs
Review. Accordingly, Lone Star College (LSC) has several levels of evaluation for its
workforce programs of study that begin annually in October. This thorough evaluation
process also guides Program Recommendations for the following academic year.

1. On-demand PowerBI PeopleSoft (iStar) student and course section data
are available as needed by approved LSC employees – Analytics and
Institutional Reporting (AIR)

2. Annual AAS credit and non-credit certificate Program Report Cards (ARC)
– AIR & OEER (Note: LSC policy requires a presentation to the LSC Board
of Trustees annually – refer to LSC Board Policy Manual, section V.J.3.
Technical and Workforce Course Policy)

3. Annual AAS credit and non-credit certificate Program Recommendations -
OEER
• For new programs, modifications, and expansions to other LSC
locations, and/or THECB program closure/deactivation

4. Bi-annual Workforce Supply and Demand Review (Houston MSA) - OEER
• Labor Market Demand Data
• Demographic Community Data
• Economic Business Data
• Education and Training Competitive Data

5. Texas Higher Education Coordinating Board (THECB) Low Producing
Program Notification

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STEP 9 Workforce Progr am Development Process

Progr am Evaluation

6. Annual Presidents’ Program Alert Status Snapshot (PASS) – OEER
o For campus leadership’s reviews at-a-glance of four (4) aspects of
program performance using red-yellow-green indicators – General
Program Data, Demographics, Unduplicated Headcount, and Total
Degrees & Certificates

Lone Star College Analytics and Institutional Reporting (AIR) continuously
updates dashboards with instructional program, course, and student success data
accessible by LSC employees who are granted the security access. PowerBI
dashboard are established by job title and/or by campus or department. The Office for
External and Employer Relations (OEER) is responsible for a more detailed workforce
program evaluation for Associate of Applied Science (AAS), certificate, Continuing
Education, and industry certifications. OEER works collaboratively with AIR to produce
an annual detailed report of each programs’ data via ARC Reports. ARCs for workforce
programs include 16 quantitative measures of student success, demographics, and
completion as determined by the LSC Workforce Council. OEER reviews and
discusses these ARCs annually with Workforce Council, faculty, and instructional
administration (Department Chairs, Program Directors, Deans and VPIs). Developed
in collaboration with AIR, the ARC provides insight into student data by visualizing
information in an interactive Power BI analysis report. The following data elements are
included in a standard ARC report with data definitions and an appendix:

• Unduplicated Headcount and Enrollments for:
o Declared students
o Gender
o Race/Ethnicity
o Age Group
o Veteran Status

• Unduplicated Headcount by:
o Degree and Certificate
o Academic Year
o Home Campus

• Program Student Course Contact Hours

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Workforce Progr am Development Process STEP 9

Progr am Evaluation

• Course Completion/ Success for:
o Declared students
o Gender
o Race/Ethnicity
o Age Group
o Veteran Status

• Total Degrees and Certificates Awarded by College and Academic Year
(Graduates)

• THECB Workforce (WECM) and Academic Transfer (ACGM) Enrollments
by Plan and Academic Year; to include any core course taken by AAS
students.

• The ARC data elements are approved by Workforce Council annually.
Observations of metrics not met will be discussed and the reasons why and how

we might assist. Annually, Workforce Development leadership reviews a variety of
labor market data sources and program performance data to develop comprehensive
recommendations for all workforce programs. These recommendations may include
creation of new workforce programs, modification of existing workforce programs,
expanding the program to another campus, and deactivation of existing workforce
programs. In addition, recommendations are made regarding other relevant
program/student support strategies such as increased marketing, additional advising
personnel, new financial aid opportunities, new equipment, online resources, or
employer advisory council members. These recommendations are provided to the Vice
Chancellor of Academic and Workforce Success for feedback and presentation to
President’s Council. The SAVC and Workforce Development leadership present these
recommendations to: Area of Study Deans Council

1. Area of Study Deans Council
2. Vice President of Instruction Council
3. Workforce Council
4. Workforce Program Curriculum Teams
5. President’s Council
Once we receive input by all parties, the department of Workforce Development
facilitates the process for all recommendations. Results of program recommendations
are presented to the Lone Star College’s Board of Trustees every four years, per board
policy section V.J.3 Technical and Workforce Course.

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STEP 9 Workforce Progr am Development Process

Progr am Evaluation

Annually, OEER will provide a Program Alert Status Snapshot (PASS) Report
for each program for campus leadership’s review at-a-glance that synthesizes the
quantitative data from Annual Report Cards. These PASS reports will include the
following data for each workforce program with standards to determine red, yellow, and
green thresholds for each of these aspects:

1. General Program Data
a. % Course Completion
b. % Course Success
c. Enrollments
d. Headcount
e. Contact Hours

2. Demographics
a. Gender
b. Race/Ethnicity
c. Age
d. Veteran Status

3. Total Degrees and Certificates Awarded by College (Graduates)
a. 5% graduates of total unduplicated headcount
b. Exceeding minimum 25 graduates over 5 years

A template Program Alert Status Snapshot (PASS) is provided in the documents for
this chapter that shows the number of points possible for each aspect and the method
of determining those points.

Process:
1. Power BI PeopleSoft (iStar) student data is reviewed on-demand by campus
and System Office personnel
2. Annual Report Cards
a. Data elements are reviewed annually by Workforce Council
b. Data is requested from Analytics and Institutional Reporting (AIR)
c. PowerBI Annual Report Cards (ARC) are updated with most current data

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Workforce Progr am Development Process STEP 9

Progr am Evaluation

d. VC & OEER leadership distributes ARCs to:
i. AOS Deans Council
ii. VPI Council
iii. Workforce Council
iv. Workforce program curriculum teams (at Curriculum Team Day)
v. President’s Council

3. Program Recommendations
a. Query economic and labor market data items
b. Prepare draft recommendations
c. Develop final recommendations
d. Present recommendations to:
i. Vice Chancellor, Academic and Workforce Success
ii. AOS Deans
iii. Workforce Council
e. Vice Chancellor, Academic and Workforce Success, presents
recommendations to President’s Council and receives feedback
f. Document and coordinate by campus Deans and Executive Directors,
progress made throughout the year and update recommendations based
on feedback from President’s Council
g. Once feedback is received, determine appropriate steps for new, modified,
and/or deactivated programs

4. Per Board policy, program evaluation results are presented to the Lone Star
College Board of Trustees over a four-year schedule

5. PASS Reports
a. After ARCs are distributed in October annually, OEER’s Workforce
Development department develops a PASS report for each workforce
program
b. In November, SAVC reviews the results and identify any trends, which are
integrated with annual Program Recommendations developed in
December and presented in January
c. SAVC submits the PASS reports to VC-Academic and Workforce Success
and Presidents Council

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Workforce Progr am Development Process

Progr am Evaluation

d. In December, the SAVC presents the PASS reports to AoS deans and
VPIs.

e. In January, PASS reports are provided at Curriculum Team Day along with
Annual Report Cards

DOCUMENTS AND RESOURCES
1 - Workforce Program Annual Report Card, (ARC Sample)
2 - SAVC Program Observations
3 - Workforce Program Recommendations (New, Modification, Expansion, and
Deactivation Samples)
4 - Annual Report Card 16 Data Elements defined
5 - Program Alert Status Snapshot (PASS) Template
6 - Various Data Sources
• LSC NHEDC Labor Market and Economic Data Study
• LSC Environmental Scan produced by EMSI/Burning Glass (annual)
• Houston-Galveston Area Council (H-GAC), High-Skill High-Demand List
• Houston-Galveston Area Council (H-GAC) and Workforce Innovation
and Opportunities Act (WIOA) funded LSC Workforce Programs
(LoneStar.edu/Workforce-Scholarships)
• Greater Houston Partnership Economy at a Glance

STEP 9

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LSC Workforce Program Development Lone Star College

Credit Workforce Annual Report Card
AY 2019-20
LoneStar.edu/Workforce-Council 273 Last Update DTTM Workforce Progr am Development Process
Area of Study
Arts Humanities Communication Design  Progr am Evaluation

Program of Study 9/21/2020 5:20:48 AM Step 9, Document 1
Game Design and Simulation
Academic Plans Included in Report

Game Designer-Artist (AAS) [AAS_GDSA],
Game Designer-Artist (CERT) [C2_GDA2],
Game Dev-Programming (AAS) [AAS_GDSP],
Game Dev-Programming (CERT) [C2_GDP2]

Please see the Appendix for report notes and data definitions.
Source: Campus Solutions // Version 2.0 (Revised Fall 2020) // TKT0134003 oph

STEP 9

STEP 9

274 Office of External & Employer Relations Headcount, Enrollments, Contact Hours and Course Success by Academic Year for 100% Workforce Progr am Development Process
Game Design and Simulation Students Fall 2016 - Summer 2020 80%
60% Progr am Evaluation
Declared Game Design and Simulation Student Enrollment and Course Success Fall 2016 - Summer 2020
Enrollment Success/Enrollment

1,500

Declared Students' Enrollments1,00073.5% 70.8% 69.2% 69.0%
Success/Enrollment
40%
500

20%

1,327 1,354 1,391 1,416
0 0%
AY 2016 - 2017 AY 2017 - 2018 AY 2018 - 2019 AY 2019 - 2020

Headcount, Enrollments, Contact Hours, and Course Completion/Success for Declared Students Fall 2016 - Summer 2020

  AY 2016 - 2017 AY 2017 - 2018 AY 2018 - 2019 AY 2019 - 2020 Total

      

LoneStar.edu/External-Affairs Undup Headcount 295 284 308 310 743
Enrollment 1,327 1,354 1,391 1,416 5,488
Contact Hours 96,000 99,216 98,560 101,440 395,216
Course Completion (% Enrl) 91.0% 92.0% 88.9% 90.3% 90.5%
Course Success (% Enrl) 73.5% 70.8% 69.2% 69.0% 70.6%

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.
Please see the Appendix for report notes and data definitions. 

Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 1 of 9 9/21/2020 5:20:48 AM

LSC Workforce Program Development Headcount, Enrollments, Contact Hours and Course Success by Gender for

Declared Game Design and Simulation Students Fall 2016 - Summer 2020

HC/Enrl/Contact Hrs/Succ by Gender Fall 2016 - Summer 2020 Game Design and Simulation Student Gender Fall 2016 - Summer 2020
Female Male Percent Female Percent Male
AY   Female Male Unknown Total

      

AY 2016 - Undup HC 62 232 1 295 350 80.2% 80.8% 100%
2017 % HC 21.0% 78.6% 0.3% 100.0% 300 80%
Enrollment 1,019 250 78.9% 77.7% 60%
AY 2017 - Contact Hrs 303 72,976 5 1,327 Unduplicated Headcount200 40%
2018 Succ (% Enrl) 22,784 72.2% 240 96,000 Percent Female and Percent Male15020%
Undup HC 77.2% 100.0% 73.5% 100 0%
LoneStar.edu/Workforce-Council 275 AY 2018 - % HC 227 21.1% 19.8% 248 22.3% Workforce Progr am Development Process
2019 Enrollment 56 79.9% 1 284 50 232 227 19.2% 241
Contact Hrs 19.7% 1,101 0.4% 100.0% 0 Progr am Evaluation
AY 2019 - Succ (% Enrl) 80,272 62 56 59 69
2020 Undup HC 252 70.9% 1 1,354 AY 2016 - 2017 AY 2017 - 2018 AY 2018 - 2019 AY 2019 - 2020
% HC 18,896 48 99,216
Total Enrollment 70.2% 248 100.0% 70.8%
Contact Hrs 80.5%
Succ (% Enrl) 59 1,116 1 308
Undup HC 19.2% 78,384 0.3% 100.0%
% HC 65.9%
Enrollment 272 3 1,391
Contact Hrs 19,952 241 224 98,560
Succ (% Enrl) 83.5% 77.7% 69.2%
Undup HC 1,090 1
% HC 69 77,296 0.1% 310
Enrollment 22.3% 66.5% 100.0%
Contact Hrs 9
Succ (% Enrl) 326 595 512 1,416
24,144 80.1% 66.7% 101,440
77.3% 4,326
308,928 69.0%
147 68.8% 743
19.8%
1,153 100.0%
85,776 5,488
77.2%
395,216
70.6%

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.

Please see the Appendix for report notes and data definitions.
9/21/2020 5:20:48 AM
Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 2 of 9

STEP 9

STEP 9

276 Office of External & Employer Relations Headcount, Enrollments, Contact Hours and Course Success by Race/Ethnicity for Workforce Progr am Development Process
Declared Game Design and Simulation Students Fall 2016 - Summer 2020
Progr am Evaluation
Headcount/Enrl/Contact Hrs and Success by Race/Ethnicity Fall 2016 - Summer 2020 Headcount by Race/Ethnicity Fall 2016 - Summer 2020

AY   Asian Black Hispanic Multiple Unknown White Total 350 295 308 310
AY 2016 -         
2017  

AY 2017 - Undup HC 15 22 85 6 10 157 295 284
2018 % HC 5.1% 7.5% 28.8% 2.0% 3.4% 53.2% 100.0%
Enrollment 300
AY 2018 - Contact Hrs 75 85 377 25 44 721 1,327
2019 Succ (% Enrl) 5,840 5,904 26,352 1,520 3,392 52,992 96,000 Unduplicated Headcount 250 133 123 Asian
Undup HC 72.0% 60.0% 74.5% 76.0% 79.5% 74.2% 73.5% Black
AY 2019 - % HC 157 127 Hispanic
2020 Enrollment 20 34 83 13 7 127 284 200 Multiple
Contact Hrs 7.0% 12.0% 29.2% 4.6% 2.5% 44.7% 100.0% Unknown
Total Succ (% Enrl) 150 White
Undup HC 124 143 408 50 30 599 1,354 Undup HC
% HC 9,632 10,160 29,776 3,264 2,128 44,256 99,216 110 108
Enrollment 77.4% 53.8% 74.3% 66.0% 73.3% 71.5% 70.8% 83
Contact Hrs 100
Succ (% Enrl) 17 34 110 9 5 133 308
Undup HC 5.5% 11.0% 35.7% 2.9% 1.6% 43.2% 100.0% 85
% HC
LoneStar.edu/External-Affairs Enrollment 75 173 495 37 23 588 1,391 50
Contact Hrs 5,744 11,648 34,608 2,496 1,648 42,416 98,560 22 34 34 46
Succ (% Enrl) 84.0% 54.9% 68.7% 70.3% 78.3% 71.6% 69.2%
Undup HC 0 15 20 17 17
% HC 17 46 108 13 3 123 310
Enrollment 5.5% 14.8% 34.8% 4.2% 1.0% 39.7% 100.0% AY 2016 - AY 2017 - AY 2018 - AY 2019 -
Contact Hrs
Succ (% Enrl) 72 195 500 44 19 586 1,416 2017 2018 2019 2020
5,024 13,056 34,704 3,040 1,296 44,320 101,440
72.2% 67.7% 69.6% 50.0% 52.6% 70.5%
69.0%
34 96 245 27 15 326 743
4.6% 12.9% 33.0% 3.6% 2.0% 43.9%
1,780 2,494 100.0%
346 596 125,440 156 116 183,984 5,488
26,240 40,768 71.5% 10,320 8,464 72.1%
76.6% 59.6% 64.1% 73.3% 395,216
70.6%

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.

Please see the Appendix for report notes and data definitions.
9/21/2020 5:20:48 AM
Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 3 of 9

LSC Workforce Program Development Headcount, Enrollments, Contact Hours and Course Success by Age Group for

Declared Game Design and Simulation Students Fall 2016 - Summer 2020

Headcount/Enrl/Contact Hrs and Success by Age Group Fall 2016 - Summer 2020 Headcount by Age Group Fall 2016 - Summer 2020

AY   Under 20 20-24 25-29 30-39 40-49 50+ Total 350 308 310
AY 2016 - 295
2017               295
100.0% 284
AY 2017 - Undup Headcount 65 150 52 22 5 1
2018 % Headcount 22.0% 50.8% 17.6% 7.5% 1.7% 0.3% 1,327 300 20 18
Enrollment 96,000 22
AY 2018 - Contact Hours 329 671 196 112 18 1 73.5% Unduplicated Headcount 27 55 Under 20
2019 Success (% Enrl) 21,296 49,520 15,040 8,672 1,376 96 20-24
Undup Headcount 75.7% 72.3% 74.5% 74.1% 61.1% 100.0% 284 250 59 25-29
AY 2019 - % Headcount 100.0% 52 30-39
2020 Enrollment 61 141 48 27 4 3 48 40-49
Contact Hours 21.5% 49.6% 16.9% 9.5% 1.4% 1.1% 1,354 50+
Total Success (% Enrl) 99,216 200 Undup HC
Undup Headcount 303 690 191 152 10 8 70.8%
% Headcount 19,776 52,400 13,888 11,616 816 720 136 Workforce Progr am Development Process
Enrollment 65.3% 71.7% 67.5% 80.3% 70.0% 100.0% 308 150 147
Contact Hours 100.0% Progr am Evaluation
Success (% Enrl) 76 147 59 20 5 1 150
Undup Headcount 24.7% 47.7% 19.2% 6.5% 1.6% 0.3% 1,391 141
% Headcount 98,560
Enrollment 336 689 248 99 17 2 69.2% 100
Contact Hours 20,352 51,232 18,080 7,488 1,248 160
LoneStar.edu/Workforce-Council 277 Success (% Enrl) 58.3% 71.4% 71.8% 83.8% 82.4% 310 50 97
Undup Headcount 1 100.0% 65 61 76
% Headcount 97 136 55 18 3 0.3%
Enrollment 31.3% 43.9% 17.7% 5.8% 1.0% 1,416 0
Contact Hours 1 101,440 AY 2016 - 2017 AY 2017 - 2018 AY 2018 - 2019 AY 2019 - 2020
Success (% Enrl) 443 635 243 81 13 96
26,976 47,504 19,440 6,288 1,136 100.0% 69.0%
65.9% 68.2% 76.1% 74.1% 46.2% 743
5
259 364 142 58 12 0.7% 100.0%
34.9% 49.0% 19.1% 7.8% 1.6% 5,488
1,411 2,685 12
88,400 200,656 878 444 58 1,072 395,216
66.3% 70.9% 66,448 34,064 4,576 83.3% 70.6%
72.7% 78.4% 65.5%

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.

Please see the Appendix for report notes and data definitions.
9/21/2020 5:20:48 AM
Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 4 of 9

STEP 9

STEP 9

278 Office of External & Employer Relations Headcount, Enrollments, Contact Hours and Course Success by Veteran and Military Service Member Status for Workforce Progr am Development Process

Declared Game Design and Simulation Students Fall 2016 - Summer 2020 Progr am Evaluation

Headcount/Enrl/Contact Hrs and Success by Age Veteran Status Fall 2016 - Summer 2020 Veteran Students by AY Fall 2016 - Summer 2020

  Veteran Status Non-Veteran Veteran Total Non-Veteran Veteran % Veteran
350 100%
AY   Non- Total Non-Service Other Service Total
Veteran
    Member   Member  
 
   

AY 2016 - Undup Headcount 263 263 13 5 14 32 295 300 26 26 80%
2017 % Headcount 89.2% 89.2% 4.4% 1.7% 4.7% 10.8% 100.0% 32 60%
Enrollment 1,186 1,186 24
AY 2017 - Contact Hours 85,632 85,632 54 21 66 141 1,327
2018 Success (% Enrl) 73.6% 73.6% 4,128 1,616 4,624 10,368 96,000 250
Undup Headcount 74.1% 76.2% 69.7% 72.3% 73.5%
AY 2018 - % Headcount 260 260 200
2019 Enrollment 91.5% 91.5% 6 6 12 24 284 Unduplicated Headcount
Contact Hours 1,232 1,232 2.1% 2.1% 4.2% 8.5% 100.0% % Veteran
AY 2019 - Success (% Enrl) 90,576 90,576 150
2020 Undup Headcount 71.3% 71.3% 33 21 68 122 1,354 40%
% Headcount 2,608 1,504 4,528 8,640 99,216
Total Enrollment 282 282 87.9% 71.4% 54.4% 66.4% 70.8% 100
Contact Hours 91.6% 91.6%
Success (% Enrl) 1,278 1,278 6 9 11 26 308 20%
Undup Headcount 90,656 90,656 1.9% 2.9% 3.6% 8.4% 100.0%
LoneStar.edu/External-Affairs % Headcount 69.6% 69.6% 50 10.8% 8.5% 8.4% 8.4%
Enrollment 25 29 59 113 1,391
Contact Hours 284 284 1,776 1,856 4,272 7,904 98,560 263 260 282 284
Success (% Enrl) 91.6% 91.6% 80.0% 65.5% 57.6% 64.6% 69.2% 0 0%
Undup Headcount 1,277 1,277
% Headcount 91,456 91,456 9 7 10 26 310 AY 2016 - AY 2017 - AY 2018 - AY 2019 -
Enrollment 68.9% 68.9% 2.9% 2.3% 3.2% 8.4% 100.0%
Contact Hours 2017 2018 2019 2020
Success (% Enrl) 669 669 52 32 55 139 1,416
90.0% 90.0% 3,536 2,000 4,448 9,984 101,440
4,973 4,973 75.0% 75.0% 61.8% 69.8%
358,320 358,320 69.0%
70.8% 70.8% 20 19 35 74 743
2.7% 2.6% 4.7% 10.0%
100.0%
164 103 248 515 5,488
12,048 6,976 17,872 36,896
78.0% 71.8% 60.9% 68.5% 395,216
70.6%

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM

students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan. 

Please see the Appendix for report notes and data definitions. 5 of 9 9/21/2020 5:20:48 AM
Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph

LSC Workforce Program Development Unduplicated Headcount by Academic Plan, Degree/Certificate Level, and Academic Year for

Declared Game Design and Simulation Students Fall 2016 - Summer 2020

Unduplicated Headcount by Degree Level, Plan, and Academic Year Fall 2016 - Summer 2020 Duplicated Headcount by Level and Plan Fall 2016 - Summer 2020
Undup HC
Degree / Certificate Type AY 2016 - AY 2017 - AY 2018 - AY 2019 - Total 310

2017 2018 2019 2020 600

        307
500
Level 2 Certificate 95 97 128 115 292
Game Designer-Artist (CERT) [C2_GDA2] 49 400
Game Dev-Programming (CERT) [C2_GDP2] 47 50 75 80 169
261
Associate of Applied Science 146 48 54 38 126
Game Designer-Artist (AAS) [AAS_GDSA] 118
Game Dev-Programming (AAS) [AAS_GDSP] 295 249 272 280 661

Total 138 150 173 373

116 127 113 307

284 308 310 743 Duplicated Headcount

300 AAS_GDSA Workforce Progr am Development Process
AAS_GDSP
126 C2_GDA2 Progr am Evaluation
200 373 C2_GDP2

LoneStar.edu/Workforce-Council 279 100
169

0

Level 2 Associate of
Certificate Applied
Science

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.

Please see the Appendix for report notes and data definitions.
9/21/2020 5:20:48 AM
Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 6 of 9

STEP 9

STEP 9

280 Office of External & Employer Relations Headcount by Degree/Certificate Level, Academic Plan, and Home Campus for Workforce Progr am Development Process

Declared Game Design and Simulation Students Fall 2019 - Summer 2020 Progr am Evaluation

Undup Headcount by Degree/Certificate Level, Plan, and Home Campus Fall 2019 - Summer 2020 Plan Headcount by Home Campus Fall 2019 - Summer 2020
Undup HC
Degree / Certificate Type LSC-CF LSC-K LSC-M LSC-NH LSC-T Total 310
        
LSC-CF
Level 2 Certificate 1 100 1 2 12 115
Game Designer-Artist (CERT) [C2_GDA2] 1 71 17 80 LSC-K 165 108 71 32
Game Dev-Programming (CERT) [C2_GDP2] 1 15 38
32 3 15
Associate of Applied Science 10 268 2 280
Game Designer-Artist (AAS) [AAS_GDSA] 1 1 173
Game Dev-Programming (AAS) [AAS_GDSP] 7 165 3 14 113
3 108 2 15 310
Total 11 286

LSC-M AAS_GDSA
LSC-NH AAS_GDSP
C2_GDA2
C2_GDP2

LSC-T

LoneStar.edu/External-Affairs 0 100 200 300 400
Duplicated Headcount

Note: This report indicates unduplicated headcount of declared students within the academic plans the within the Game Design and Simulation program of study over the last 1 academic year (Fall 2019 - Summer 2020). These data are broken out
by students' home campuses.

Home campus is determined by a student's primary academic program within a specific term. This does not reflect where the student enrolled in classes.Although students are only permitted to have a single primary academic program in a given

term, they may have multiple active academic plans. In the even the academic plan in question is not subordinate with his/her primary academic program, they may appear under a home campus where that specified academic plan/program is not

offered. Last Update DTTM
Please see the Appendix for report notes and data definitions.


Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 7 of 9 9/21/2020 5:20:48 AM

LSC Workforce Program Development Graduates and Academic Awards Conferred by Level, Academic Plan, and College for
Game Design and Simulation Fall 2016 - Summer 2020

Total Degrees and Certificates Awarded by College and Academic Year Fall 2016 - Summer 2020

LSC-K

AY 2016 - 2017 16 36
AY 2017 - 2018 28 35
AY 2018 - 2019 30 40
AY 2019 - 2020
5 10 15 20 25 30
0

Graduates and Awards Conferred by College and Academic Plan Fall 2019 - Summer 2020

Conferring College LSC-K Total

Cert/Degree Level and Academic Plan Grads Awards Grads Awards Workforce Progr am Development Process

Level 2 Certificate    Progr am Evaluation
Game Designer-Artist (CERT) [C2_GDA2]
Game Dev-Programming (CERT) [C2_GDP2] 7 77 7

Associate of Applied Science 3 33 3
Game Designer-Artist (AAS) [AAS_GDSA]
Game Dev-Programming (AAS) [AAS_GDSP] 4 44 4

LoneStar.edu/Workforce-Council 281 Total 23 23 23 23

10 10 10 10

13 13 13 13

23 30 23 30

Note: This report is based on data for students with active academic plans within the Game Design and Simulation program of study over the last 4 academic years (Fall 2016 - Summer 2020). These data include all of the Last Update DTTM
students' enrollments, regardless if they are applicable/required for completion of their acadmemic plan.
Please see the Appendix for report notes and data definitions. 

Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 8 of 9 9/21/2020 5:20:48 AM

STEP 9

STEP 9

282 Office of External & Employer Relations Breakout of Workforce and Academic Transfer Enrollments for Workforce Progr am Development Process
Declared Game Design and Simulation Students Fall 2016 - Summer 2020
Progr am Evaluation
Workforce and Academic Transfer Enrollments by Plan and Academic Year Fall 2016 - Summer 2020 AT vs WF Enrollments by AY Fall 2016 - Summer …

Academic Year AY 2016 - 2017 AY 2017 - 2018 AY 2018 - 2019 AY 2019 - 2020 Total Academic Transfer Workforce
Level and Planl AT WF Total AT WF Total AT WF Total AT WF Total
100%
           

Level 2 Certificate 205 189 394 209 243 452 293 248 541 264 269 533 1,920 80% 53.2% 59.68% 54.28% 56.21%
Game Designer-Artist (CERT) [C2_GDA2] 100 97 197 81 157 238 146 148 294 169 181 350 1,079 60%
Game Dev-Programming (CERT) [C2_GDP2] 109 92 201 131 91 222 147 106 253 99 92 191 867
540 661 1,201 478 716 1,194 556 706 1,262 558 755 1,313 4,970
Associate of Applied Science 289 386 675 228 432 660 272 396 668 324 439 763 2,766
Game Designer-Artist (AAS) [AAS_GDSA] 251 279 530 250 287 537 286 311 597 234 324 558 2,222
Game Dev-Programming (AAS) [AAS_GDSP] 621 706 1,327 546 808 1,354 636 755 1,391 620 796 1,416 5,488

Total

40%

20% 46.8% 40.32% 45.72% 43.79%

LoneStar.edu/External-Affairs 0%

AY 2016 AY 2017 AY 2018 AY 2019
- 2017 - 2018 - 2019 - 2020

Note: This report provides a breakout of declared Game Design and Simulation students' total enrollments by type (academic transfer versus workforce) for the last 4 academic years (Fall 2016 - Summer 2020). Last Update DTTM
All of the declared students' enrollments are included in these data, not just coursework required for completion of the specified degree or certificate.
Workforce courses are prescribed by the Workforce Educational Course Manual (WECM), and identified by course attribute. 

Please see the Appendix for report notes and data definitions. 9/21/2020 5:20:48 AM

Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph 9 of 9

LSC Workforce Program Development Senior AVC Observations

1. Impact: These programs have a very high number of students. There is so much opportunity to
grow the graduates and employer relationships for job placement if we get complete AAS grads.
LoneStar.edu/Workforce-Council 283 I realize that very few of these sections were offered on campus this fall and highly recommend Workforce Progr am Development Process
bringing them back. Houston North has barely touched the surface of opportunity to grow this
AOS, especially Programming. Growth is improved since 2018-19 in many areas! Progr am Evaluation

2. Diversity: Matches the general diversity numbers in general terms, even in gender. Lower than I Step 9, Document 2
thought for veteran students, so perhaps Vickie and Siara can assist with that when recruiting
on bases this spring.

3. Student Success: A bit low in terms of graduation, even in the certificates. Perhaps you all know
the why on this. What can my office do to assist with student completion in terms of an actual
award?

4. Opportunities: Grow two areas:
a. Computer Programming or Mobil/Web Application Development – great opportunity for
dual credit!!! I realize they all want cybersecurity, but these areas are actually doable
without calculus. We only have dual credit with Aldine ISD in this area, correct?
b. CISCO – We have no dual credit for the CCNA and the level 1 certificate, but it is offered at
CyFair ISD, Conroe ISD and others. How can we assist with that?

STEP 9

STEP 9

284 Office of External & Employer Relations New Workforce Program Recommendations ‐ Feb 2020 ‐ Per Data Review Workforce Progr am Development Process

# Program Recommendation WPD Recommendation Credit or  Current  Campus Supporting Source(s) Conflicting Source(s) EMSI JPA Progr am Evaluation
Non‐Credit Program 
Arts, Humanities, Communication & Design to Modify Step 9, Document 3
1 eSports
CC/CTE course or cert on how to monetize an  NHCED
Business & Professional Services eSports avocation. Sports gaming student 
3 Office Mgmt Specialization club/team should be developed.
4 Insurance Adjuster
New, discussion underway between Bus  PDGA (high demand, low supply) GHP Forecast *
Computer/Digital Technology Admin and Admin Svcs teams PDGA shows gap for clerks & sales agents Not on WIOA list *
5 Amazon Web Services &/or Microsoft New ‐ look at certification for CTE/CC PDGA shows low need for adjuster;
Consider Insurance Processing Clerks, or  Industry input (Travelers recruits from  *
Energy, Manufacturing & Construction possibly sales agent universities and trains in‐house; AAA contact  *
6 Commercial Construction ‐ Heavy equipment  expects auto adjusters to be obsolete in near 
CC Cert future)
operator, carpentry for roads/highways, 
concrete, electrical and HVAC installation CC Cert PDGA (high demand, low supply for IT in 
Health Sciences general)
7 Healthcare Chancellor's CIO Adv Council supports 
certifications
Public Safety & Human/Consumer Services
8 Culinary PDGA (gaps throughout construction sector)
9 Police Academy (TCOLE) GHP Econ Forecast shows steady WF needs 
across construction

LoneStar.edu/External-Affairs Various CC Certs; GHP Econ Forecast WFC AoS discussion
In health fields as industry identify needs or  PDGA shows gaps in health fields already 
expansions; covered by LSC non‐credit program

Need S.Diviney's assistance to identify health  PDGA (high demand, low supply) Not on GCWB WIOA List (does not meet  *
industry needs & connections GHP Emp Forecast median wage criteria)
PDGA (high demand) Not on WIOA list (probably bc govt job)
AAS & Cert at Conroe ISD as Dual Credit TCOLE positive discussion w/SAVC

New fast track cert & AAS;
Supportive, especially for LSC‐HN or LSC‐NH

LSC Workforce Program Development Report Notes and Data Definitions

Purpose

This report provides insights on declared students within the Game Design and Simulation program of study within the Arts Humanities Communication Design area of study. These reports Workforce Progr am Development Process
include data collected for the past 4 academic years (Fall 2016 - Summer 2020).
Progr am Evaluation
Reports Included
Step 9, Document 4
Headcount, Enrollments, Contact Hours, and Course Completion/Success for Declared Students Fall 2019 - Summer 2020
HC/Enrl/Contact Hrs/Succ by Gender Fall 2016 - Summer 2020
Headcount/Enrl/Contact Hrs and Success by Race/Ethnicity Fall 2016 - Summer 2020
Headcount/Enrl/Contact Hrs and Success by Age Group Fall 2016 - Summer 2020
Headcount/Enrl/Contact Hrs and Success by Age Veteran Status Fall 2019 - Summer 2020
Unduplicated Headcount by Degree Level, Plan, and Academic Year Fall 2019 - Summer 2020
Undup Headcount by Degree/Certificate Level, Plan, and Home Campus Fall 2019 - Summer 2020
Total Degrees and Certificates Awarded by College and Academic Year Fall 2019 - Summer 2020
Workforce and Academic Transfer Enrollments by Plan and Academic Year Fall 2019 - Summer 2020

Data Definitions

LoneStar.edu/Workforce-Council 285 Area of Study
Areas of study (formerly known as workforce clusters) are groupings of programs of study representing a broad range of grouped industries and occupations. These reports focus on credit
workforce programs (AAS and certificates), as prescribed in the 2018-2019 Lone Star College Catalog:

• Arts, Humanities, Communications, and Design

• Business and Professional Services

• Computer and Digital Technology

• Energy, Manufacturing, and Concentration

• Health Sciences

• Public Safety and Human/Consumer Services

Last Update DTTM



Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph Appendix 1 of 2 9/21/2020 5:20:48 AM

STEP 9

STEP 9

286 Office of External & Employer Relations Data Definitions (Continued) Workforce Progr am Development Process

Program of Study Progr am Evaluation
Programs of study consist of groups of academic plans associated with degrees and certificates for a more focused group of industries and occupations than an area of study. The
LoneStar.edu/External-Affairs programs of study in these reports focus on credit workforce programs for students pursuing an AAS and/or certificate, as prescribed in the 2018-2019 Lone Star College Catalog.

Headcounts
Headcounts in this report represent unduplicated students, based on the distinct count of unique student ID numbers. This report counts students within every active academic plan that
they are declared for within a given term. This accurately reflects the total headcount within a specific academic plan; however, as headcounts are unduplicated by unique student ID, a
student is only counted once while calculating higher-level headcount totals, such as those of a program of study, area of study, college, and/or system-wide totals. The same is also true
when considering multiple academic years. For example, a student declared within a stacked certificate program will be counted within each of his/her active academic plans within the
program, but he/she will only be counted once in the total program headcount for the specified time frame.

Required Discipline-Related Coursework
These reports identify a course as “required” for a specific academic plan based upon the Requirements table within iStar. “Discipline-related” indicates that the list of required courses has
been further filtered to exclude rubrics for coursework that are not directly related to the primary teaching disciplines of the program and/or not owned by the parent area or program of
study. For example, an Introduction to Computers course may be required to complete an academic plan in Energy, Manufacturing, and Construction; however, the computer course will be
excluded from a report on required discipline-related course is owned by the Computers and Digital Technology area of study.

Non-Current Academic Plans
Unless otherwise indicated, these reports exclude both Teachout and Inactive plans.

• Teachout Plans - A teachout plan is an active plan that is being phased out over time, and is no longer admitting new students. Teachout plans are identified in these reports by an
active academic plan status and the existence of a last admit date.

• Inactive/Discontinued Plans - Inactive/Discontinued plans are those that have a academic plan status of "I" in iStar.

Last Updated DTTM
This timestamp details the last time the data in the report was updated.

AIR Data Dictionary
Contains standard definitions used by Analytics and Institutional Reporting. Available online at http://www.lonestar.edu/images/Data_Dictionary_08302016.pdf.

Source: Campus Solutions // Version 2.0 ( Revised Fall 2020) // TKT0134003 oph Appendix 2 of 2 Last Update DTTM



9/21/2020 5:20:48 AM

LSC Workforce Program Development Program Evaluation Board RYG Recommendations

ARC Component RYG Recommendation Breakdown

ARC Data Elements # Data Elements WF Dev RYG Recommendation Red Yellow Green Program 
4-5 met Result

% Course Completion (Students in Declared Major) 1 Met for increase in course completion,  0 met out of  1-3 met

Not met for decrease these 5

% Course Success (Students in Declared Major) 1 Met for increase in course completion, 

Not met for decrease

Enrollments (Duplicated) (Students in Declared Major) 1 Met for increase in course completion, 

Not met for decrease

Headcount (Duplicated) (Students in Declared Major) 1 Met for increase in course completion, 

Not met for decrease

Contact Hours  (Students in Declared Major) 1 Met for increase in course completion, 

Not met for decrease

If already at 100%, then no increase is 

possible, so Green

Demographics 1 17%/83% balance or better in %HC  0 demographics  1 demographics  2-3 
•     Non-tradi�onal Enrollments (Gender)
(Matches the Perkins gender balance  met met demographics 
•     Non-tradi�onal Enrollments (Race/Ethnicity)
target) met
•     Non-tradi�onal Enrollments (Age Group)
•     Non-tradi�onal Enrollments (Veteran Status) 1 higher % total minority than the 
Unduplicated Headcount (by degree/certificate, AY and Home 
Campus) overall college
•     Degree and Cer��cate
•     Academic Year 1 N/A
•     Home Campus
Total Degrees and Certificates Awarded by College and AY  1 Increase # over the past year Workforce Progr am Development Process
(Graduates)
Program has students in all award  No students in  No students in  Students in all  Progr am Evaluation

levels more than one  one award  award levels Step 9, Document 5

1 award within program

LoneStar.edu/Workforce-Council 287 1

1

1 5% graduates (of total unduplicated  Do not meet  Meet % metric  Meet both 

headcount) either OR metrics

AND Are not above 

Exceed 25 graduates over 5 years  minimum 25 

(THECB LPP threshold) over 5 years 

graduates 

metric only 

Workforce (WECM) vs. Academic Transfer (ACGM) Enrollments 1 N/A N/A N/A N/A N/A

Total 14
Overall Color Scale
0-1 category is  2 categories are  All 4 categories 

green green are green

STEP 9

1 of 

STEP 9

288 Office of External & Employer Relations GULF COAST WORKFORCE BOARD Workforce Progr am Development Process
2021 High-skill, High-growth Occupations1,9,10
Progr am Evaluation
Employment Growth Annual Openings Typical Education Work Experience Typical Median
Due to Exits Due to Transfers Due to New Needed for Entry in a Related On-the-job Step 9, Document 6
SOC Occupation Title Annual Averages Net Percent from Workforce between Occupations Job Growth Total into Occupation Occupation Hourly Wage
Change Openings Training 20197
2018 2028 Change

13-0000 Business & Financial Operations

13-1051 Cost Estimators 5,145 6,102 957 18.6 142 412 96 650 Bachelor's None Moderate $35.74
13-1081 Logisticians 4,172 4,969 797 19.1 107 328
13-1111 Management Analysts 11,755 14,660 2,905 24.7 410 834 80 515 Bachelor's None None $37.96
13-1161 Market Research Analysts and Marketing Specialists 7,021 8,938 1,917 27.3 188 628
13-2011 Accountants and Auditors 36,417 42,291 5,874 16.1 1,110 2,558 290 1,534 Bachelor's Less than 5 years None $47.15
13-2082 Tax Preparers 1,554 1,841 287 18.5 84 110
192 1,008 Bachelor's None None $31.99

587 4,255 Bachelor's None None $36.49

29 223 High school diploma None Moderate $23.84

15-0000 Computer and Mathematical

15-1121 Computer Systems Analysts 14,401 15,635 1,234 8.6 286 799 123 1,208 Bachelor's None None $51.17
15-1122 Information Security Analysts 1,761 2,308 547 31.1 29
15-1132 Software Developers, Applications 14,158 16,572 2,414 17.1 213 116 55 200 Bachelor's Less than 5 years None $50.31
15-1133 Software Developers, Systems Software 5,540 6,154 614 11.1 81
15-1141 Database Administrators 2,316 2,627 311 13.4 48 869 241 1,323 Bachelor's None None $50.70
15-1142 Network and Computer Systems Administrators 8,030 8,786 756 9.4 141
15-1151 Computer User Support Specialists 14,149 16,414 2,265 16.0 281 331 61 473 Bachelor's None None $50.70
15-2031 Operations Research Analysts 2,246 3,102 856 38.1 62
128 31 207 Bachelor's None None $46.87

446 76 663 Bachelor's None None $44.59

972 226 1,479 Some college, no degree None None $25.62

112 86 260 Bachelor's None None $37.29

17-0000 Architecture and Engineering

17-1011 Architects, Ex. Landscape and Naval 2,633 3,272 639 24.3 70 156 64 290 Bachelor's None Intern/Residency $39.68
17-1022 Surveyors 1,529 1,838 309 20.2 43 80 None Intern/Residency $32.32
17-20XX Engineers 2 52,281 60,752 8,471 16.2 1,101 2,851 31 154 Bachelor's None $58.31
None None
17-3011 Architectural and Civil Drafters 3,305 3,867 562 17.0 119 250 845 4,797 Bachelor's None None $28.09
17-3013 Mechanical Drafters 2,032 2,167 135 6.6 70 146 None None $29.49
17-3022 Civil Engineering Technicians 2,509 2,999 490 19.5 91 177 56 425 Associate's None None $23.81
17-3023 Electrical and Electronic Engineering Technicians 3,069 3,527 458 14.9 109 212 None None $33.84
LoneStar.edu/External-Affairs 17-3027 Mechanical Engineering Technicians 1,443 1,688 245 17.0 52 101 14 230 Associate's None None $32.60
17-3031 Surveying and Mapping Technicians 2,727 3,265 538 19.7 84 268 None Moderate $20.61
19-2031 Chemists 2,014 2,302 288 14.3 35 159 49 317 Associate's None None $41.60
19-2042 Geoscientists, Ex. Hydrologists and Geographers5 5,025 5,431 406 8.1 96 468 None $74.24
46 367 Associate's

24 177 Associate's

54 406 High school diploma

29 223 Bachelor's

41 605 Bachelor's

2021 High-skill, High-growth Occupations

1

LSC Workforce Program Development GULF COAST WORKFORCE BOARD
2021 High-skill, High-growth Occupations1,9,10

Employment Growth Annual Openings Typical Education Work Experience Typical Median
Due to Exits Due to Transfers Due to New Total Needed for Entry in a Related On-the-job
SOC Occupation Title Annual Averages Net Percent from Workforce between Occupations Job Growth Openings into Occupation Occupation Hourly Wage
Change Training 20197
2018 2028 Change

19-0000 Life, Physical, and Social Science

19-3031 Clinical, Counseling, and School Psychologists 2,236 2,611 375 16.8 54 116 38 208 Doctoral or professional None Intern/Residency $34.22
19-4041 Geological and Petroleum Technicians 2,755 3,042 287 10.4 36
253 29 318 Associate's None Moderate $25.64

21-0000 Community and Social Service

21-1012 Ed., Guidance, School, and Vocational Counselors 6,230 7,149 919 14.8 217 468 92 777 Master's None None $31.87
21-1022 Healthcare Social Workers 2,299 2,897 598 26.0 77
177 60 314 Master's None Intern/Residency $30.83

23-0000 Legal

23-1011 Lawyers6 16,135 18,089 1,954 12.1 367 453 195 1,015 Doctoral or professional None None $64.94
23-2011 Paralegals and Legal Assistants 6,499 7,599 1,100 16.9 235
510 110 855 Associate's None None $22.85

25-0000 Education, Training, and Library

25-1071 Health Specialties Teachers, Postsecondary 5,979 7,008 1,029 17.2 239 298 103 640 Doctoral or professional Less than 5 years None $81.61
25-20XX Preschool Elem. Secondary & Special Ed. Teachers 3 101,220 113,969 12,749 12.6 3,476 4,974 1,275 9,765 Bachelor's None None $26.77
Librarians Master's None None
25-4021 Instructional Coordinators 2,030 2,235 205 10.1 115 98 20 233 Master's None $29.66
25-9031 3,795 4,364 569 15.0 170 209 57 436 5 years or more $32.71

27-0000 Arts, Design, Entertainment, Sports, and Media 2,007 2,565 558 27.8 991 1,261 56 2,810 Bachelor's None None $24.00 Workforce Progr am Development Process
27-3091 Interpreters & Translators
Progr am Evaluation
29-0000 Healthcare Practitioners and Technical

LoneStar.edu/Workforce-Council 289 29-10XX Physicians (ex. Dentists) & Physician Assistants 4 9,493 10,998 1,505 15.9 239 255 150 744 Doctoral or professional None Intern/Residency $82.70

29-1021 Dentists, General 2,675 3,211 536 20.0 64 25 54 143 Doctoral or professional None None $71.77
29-1122 Occupational Therapists8 1,950 2,329 379 19.4 48
29-1123 Physical Therapists 3,252 4,054 802 24.7 67 72 38 158 Master's None None $41.38
29-1126 Respiratory Therapists 2,606 3,427 821 31.5 83
29-1127 Speech-Language Pathologists 2,876 3,820 944 32.8 66 86 80 233 Doctoral or professional None None $42.70

76 82 241 Associate's None None $28.94

113 94 273 Master's None Intern/Residency $33.55

2021 High-skill, High-growth Occupations

2

STEP 9

STEP 9

290 Office of External & Employer Relations GULF COAST WORKFORCE BOARD Workforce Progr am Development Process
2021 High-skill, High-growth Occupations1,9,10
Progr am Evaluation
Employment Growth Annual Openings Typical Education Work Experience Typical Median
Due to Exits Due to Transfers Due to New Total Needed for Entry in a Related On-the-job
SOC Occupation Title Annual Averages Net Percent from Workforce between Occupations Job Growth Openings into Occupation Occupation Hourly Wage
Change Training 20197
2018 2028 Change

29-1141 Registered Nurses 54,969 67,597 12,628 23.0 1,701 1,572 1,263 4,536 Bachelor's None None $38.67
29-1151 Nurse Anesthetists 2,067 2,656 589 28.5 37 80 59 176 Master's None None $80.86
29-1171 Nurse Practitioners 3,108 4,204 1,096 35.3 72 123 110 305 Master's None None $57.30
29-1215 Family and General Practitioners 2,472 2,972 500 20.2 45 35 50 130 Doctoral or professional None Intern/Residency $101.06
29-2011 Medical & Clinical Laboratory Technologists 3,459 4,142 683 19.7 1,055 68 3,056 Bachelor's None None $25.53
29-2012 Medical & Clinical Laboratory Technicians 3,330 3,983 653 19.6 1,015 1,318 65 2,936 Bachelor's None None $25.53
29-2021 Dental Hygienists 2,898 3,665 767 26.5 137 1,269 77 297 Associate's None None $36.04
29-2031 Cardiovascular Technologists and Technicians 1,655 1,927 272 16.4 44 27 125 Associate's None None $25.14
29-2032 Diagnostic Medical Sonographers 1,573 2,049 476 30.3 45 83 48 148 Associate's None None $34.83
29-2034 Radiologic Technologists 4,446 5,552 1,106 24.9 123 54 111 385 Associate's None None $31.43
29-2055 Surgical Technologists 3,009 3,689 680 22.6 97 55 68 338 Postsecondary nondegree None None $25.98
29-2061 Licensed Practical and Licensed Vocational Nurses 14,986 18,642 3,656 24.4 571 151 366 1,647 Postsecondary nondegree None None $23.06
29-2071 Medical Records and Health Information Technicians 4,099 4,994 895 21.8 134 173 90 379 Postsecondary nondegree None None $20.49
29-9011 Occupational Health and Safety Specialists 4,672 5,514 842 18.0 117 710 84 370 Bachelor's None None $36.84
155
169

41-0000 Sales and Related

41-3021 Insurance Sales Agents 7,587 8,493 906 11.9 296 485 91 872 High school diploma None Moderate $23.01
41-9031 Sales Engineers 3,181 3,926 745 23.4 84
309 74 467 Bachelor's None Moderate $54.73

43-0000 Office and Administrative Support

43-3021 Billing and Posting Clerks 9,761 11,708 1,947 19.9 442 724 195 1,361 High school diploma None Moderate $19.56
43-5061 Production, Planning, and Expediting Clerks 9,345 10,822 1,477 15.8 334
716 148 1,198 High school diploma None Moderate $23.61

47-0000 Construction and Extraction

LoneStar.edu/External-Affairs 47-1011 Supervisors of Construction and Extraction Workers 24,727 29,013 4,286 17.3 800 1,992 429 3,221 High school diploma 5 years or more None $30.68
47-2031 Carpenters 18,890 22,127 3,237 17.1 641 1,481
47-2073 Other Construction Equipment Operators 11,260 13,324 2,064 18.3 417 1,000 324 2,446 High school diploma None Apprenticeship $21.10
47-2111 Electricians 19,193 22,696 3,503 18.3 643 1,784
47-2132 Insulation Workers, Mechanical6 1,430 1,607 177 12.4 36 138 206 1,623 High school diploma None Moderate $22.18
47-2152 Plumbers, Pipefitters, and Steamfitters 13,360 15,940 2,580 19.3 428 1,197
350 2,777 High school diploma None Apprenticeship $27.48

18 192 High school diploma None Apprenticeship $24.51

258 1,883 High school diploma None Apprenticeship $26.81

2021 High-skill, High-growth Occupations

3

LSC Workforce Program Development GULF COAST WORKFORCE BOARD
2021 High-skill, High-growth Occupations1,9,10

Employment Growth Annual Openings Typical Education Work Experience Typical Median
Due to Exits Due to Transfers Due to New Needed for Entry in a Related On-the-job Hourly Wage
SOC Occupation Title Annual Averages Net Percent from Workforce between Occupations Job Growth Total into Occupation Occupation
Change Openings Training 20197
2018 2028 Change High school diploma None
High school diploma None Apprenticeship $25.25
47-2171 Reinforcing Iron and Rebar Workers 1,726 2,192 466 27.0 44 186 47 277 High school diploma None Apprenticeship $21.63
47-2211 Sheet Metal Workers 2,834 3,391 557 19.7 92 245 56 393 High school diploma 5 years or more Apprenticeship $22.11
47-2221 Structural Iron and Steel Workers 3,169 3,858 689 21.7 98 317 69 484 No formal credential None $31.97
47-4011 Construction and Building Inspectors 3,851 4,650 799 20.7 234 293 80 607 No formal credential None Moderate $27.91
47-5012 Rotary Drill Operators, Oil and Gas9 2,841 3,253 412 14.5 85 345 41 471 Moderate $20.79
47-5013 Service Unit Operators, Oil, Gas, and Mining9 6,429 7,295 866 13.5 191 776 87 1,054 Moderate

49-0000 Installation, Maintenance, and Repair

49-3031 Bus and Truck Mechanics and Diesel Engine Specialists5 7,590 8,652 1,062 14.0 226 525 106 857 High school diploma None Long-term $24.31
49-3042 Mobile Heavy Equipment Mechanics, Ex. Engines 6,151 7,383 1,232 20.0 212
49-9021 HVAC Mechanics and Installers 7,491 8,958 1,467 19.6 224 462 123 797 High school diploma None Long-term $23.71
49-9041 Industrial Machinery Mechanics5 12,643 14,178 1,535 12.1 421
49-9043 Maintenance Workers, Machinery 2,296 2,670 374 16.3 93 579 147 950 Postsecondary nondegree None Long-term $23.00

808 154 1,383 High school diploma None Long-term $29.74

131 37 261 High school diploma None Long-term $20.98

51-0000 Production

51-4011 CNC Machine Tool Operators, Metal and Plastic5 4,052 4,393 341 8.4 121 312 34 467 High school diploma None Moderate $19.69
51-4041 Machinists 11,033 13,232 2,199 19.9 403 829 None Long-term $22.38
51-4121 Welders, Cutters, Solderers, and Brazers 19,773 22,955 3,182 16.1 547 1,794 220 1,452 High school diploma None Moderate $23.02
51-8091 Chemical Plant and System Operators 3,485 3,568 2.4 84 308 None Moderate $35.17
51-8093 Petrol. Pump System Oprs., Refinery Oprs., & Gaugers5 4,684 4,847 83 3.5 113 416 318 2,659 High school diploma None Moderate $37.98
163
8 400 High school diploma Workforce Progr am Development Process

16 545 High school diploma Progr am Evaluation

53-0000 Transportation and Material Moving

53-2031 Flight Attendants 4,755 5,570 815 17.1 2,664 3,074 82 6,552 High school diploma Less than 5 years Moderate $25.87
53-3032 Heavy and Tractor-Trailer Truck Drivers 41,797 47,924 6,127 14.7 1,847 3,254
53-5021 Captains, Mates, and Pilots of Water Vessels 2,051 2,418 367 17.9 153 613 5,714 Postsecondary nondegree None Short-term $21.41
53-7021 Crane and Tower Operators 1,880 2,223 343 18.2 59 175
LoneStar.edu/Workforce-Council 291 64 37 249 Postsecondary nondegree Less than 5 years None $35.38

34 273 High school diploma Less than 5 years Moderate $26.68

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4

STEP 9

292 Office of External & Employer Relations STEP 9 Workforce Progr am Development Process

GULF COAST WORKFORCE BOARD Progr am Evaluation
2021 High-skill, High-growth Occupations1,9,10
LoneStar.edu/External-Affairs
Notes
High-skill jobs targeted by the Gulf Coast Workforce Board are those that offer the best employment opportunities for the region's residents now and in the immediate future.
1. Criteria used to identify the above occupations are as follows:

The occupuation must be found in one or more GCWB Targeted Industries.
50% or more of total occupational employment must be found in thr GCWB list of Targeted Industries authorized on the date below
Projected employment in 2028 greater than or equal to the median for all occupations in the region (≥ 1,797)
Projected growth rate greater than or equal to the average of all occupations in the region (≥ 14.2%)
Minimum education requirements of a postsecondary degree or certificate, moderate on-the-job training, long-term on-the-job training, apprenticeship, internship/residency or work experience in a related occupation
Median hourly wages greater than or equal to the OES 2019 median wage for all occupations in the region (≥ $19.44)
Occupations found on previous High-skill High-growth Occupation List and which meet four of the five criteria immediately above have been retained
2. 17-20XX Engineers , which includes Aerospace , Biomedical , Chemical , Civil , Electrical , Electronics excluding Computers, Environmental , Health and Safety excluding Mining Safety, Industrial , Marine and Naval Architects, Materials , Mechanical , Mining and Geological including Mining Safety, and Petroleum Engineers are treated collectively and
subsequently meet size and growth criteria specified above.
3. 25-2000 Preschool Elem. Secondary & Special Ed. Teachers includes Preschool Teachers Except Special Education, Kindergarten Teachers Except Special Education, Elementary School Teachers Except Special Education, Middle School Teachers Except Special and Career/Technical Education, Secondary School Teachers Except Special and
Career/Technical Education, Career/Technical Education Teachers Secondary School, Special Education Teachers Preschool, Special Education Teachers Kindergarten and Elementary School, Special Education Teachers Middle School, and Special Education Teachers Secondary School.
4. 29-10XX Physicians, which includes Chiropractors, Optometrists, Anesthesiologists, General Internists, Obstetricians and Gynecologists, Pediatricians, General, Psychiatrists, Surgeons, Physician Assistants, and Podiatrists are treated collectively and subsequently meet size and growth criteria specified above.
5. Occupations on the previous High-Skill High-Growth List and meeting most or all other criteria with the exception of 50% industry employment due to the exclusion the occupation's predominant industry from the Targeted Industry list have been retained.
6. Other occupations meeting some but not all of the above criteria have also been included based on the best regional labor market intelligence available. Employers can petition for the inclusion of additional as labor market conditions change.
7. Hourly wages were obtained by dividing the reported median annual wage by 2,080 hours. Note that actual per hour earnings are likely to differ for some occupations such as those related to education as they are typically compensated on a 9 or 10 month basis.
8. Labor market intelligence indicates that 29-1122 Occupational Therapists may in some cases require a doctoral degree at present or in the near-future while master's degrees continue to be the predominant type of education among completers of postsecondary programs in this field.
9. Occupations officially requiring no formal educationa credential of any kind and moderate on-the-job training included due to their importance to the oil and gas industry.
10. Some wage and projection data were provided by third-party data sources EMSI and Chmura Economics JobsEQ.
11. All other data provided by Texas Workforce Commission - LMCI

Authorized for use by the Gulf Coast Workforce Board: February 2, 2021

2021 High-skill, High-growth Occupations

5

Workforce Progr am Development Process

Progr am Evaluation

A publication of the Greater Houston Partnership Volume 30 Number 11 – November 2021

Table of Contents Construction of buildings shed jobs (1,900) in September,
the result of office construction winding down.
Depends on How You Measure.........................................1
Trending in the Right Direction .........................................2 To date, metro Houston has recouped 245,600 of the
Outlook for ’22 ..................................................................2 361,400 jobs lost in the early stages of the pandemic. Most
One Plus Two Plus Three...................................................3 of the sectors impacted by Stay Home, Work Safe practices
Houston Still #1 .................................................................3 have fully recovered or soon will recover. These include
Key Economic Indicators ...................................................4 ambulatory healthcare, computer systems design, employ-
Houston Employment Data...............................................5 ment services, general merchandise stores, insurance,
legal services, refining, services to buildings, transport-
tation/warehousing.

DEPENDS ON HOW YOU MEASURE PROGRESS THROUGH SEP ’21, COVID JOBS RECOVERED

Metro Houston added 27,300 jobs in September, according Left to Recoup
to the Texas Workforce Commission (TWC). That’s well 115,800
above the 20-year average of 13,100 jobs for the month. 32.0%

Job gains were concentrated in two sectors, public educa- Recovered to STEP 9
tion (19,800) and employment services (11,200). The gains Date
in education reflect teachers and administrators returning
to campus for the new school year. The hiring in employ- 245,600
ment services suggests firms are turning to contract work- 68.0%
ers to fill in the gaps until permanent workers can be hired.
However, there’s a strong possibility that TWC has over- Source: GHP calculations based on Texas Workforce Commission data
estimated growth in the sector. The 11,200 jobs added in
the month exceeds the annual growth for the sector in 19 As noted in past issues of Glance, four sectors continue to
of the past 20 years. struggle: construction, energy, manufacturing, and
wholesale trade. They account for 70,600 jobs, or 61.0
A handful of sectors reported nominal gains: ambulatory percent of what Houston needs to return to pre-COVID
health care, energy, manufacturing, and transportation. As employment levels. Their struggles have undermined the
the pandemic wanes (hopefully), patients are scheduling progress Houston has made toward recovering the
doctor visits again, hence the gains in ambulatory health pandemic losses. If one excludes “the big four” from the
care. Energy is finally benefitting from higher oil prices. The calculations, Houston has recouped 86.4 percent of the
need to replenish inventories has helped manufacturing. jobs lost in the pandemic. These industries, which once
The gains in transportation/warehousing suggest local drove Houston’s growth, now impede its recovery.
firms are making progress in resolving supply chain issues.
But there’s hope. Recent groundbreakings on several mega
September saw substantial losses in restaurants and bars projects—TMC3, Levit Green and East River—may provide
(7,000 jobs) and minor losses in retail (1,200). Both reflect some relief to the construction industry. West Texas Inter-
consumers pulling back in late August and early September mediate has traded above $70 per barrel since mid-
as the Delta variant swept through the region. September, providing additional cash flow to the oil and

November 2021 Economy at a Glance ©2021, Greater Houston Partnership 1

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gas industry. Any improvement in energy should help local Fewer workers are filing continued claims for benefits as
manufacturing and wholesale trade. well, just over 28,000 in September ’21, plummeting from
195,000 in September ’20. The ranks of Houston’s
TRENDING IN THE RIGHT DIRECTION unemployed are approaching pre-pandemic levels.

Houston’s unemployment rate fell to 5.5 percent in The region’s workforce continues to recover. Approx-
September, the lowest level since March ’20. The rate imately 280,000 Houstonians (on net) dropped out of the
remains above that for Texas (4.9 percent) and the U.S. (4.6 labor force in the early stages of the pandemic. All but
percent). The rates are not seasonally adjusted. 55,000 have returned. Houstonians who stood on the
sidelines are rejoining the workforce. Young adults coming
Two decades ago, Houston could claim its unemployment of age are entering the labor market. And workers from
rate consistently tracked below that of the nation. Since other metros and other countries are moving here for job
the mid-’10s, that claim is no longer valid. Now Houston’s opportunities.
rate typically aligns with or exceeds that of the U.S.
CIVILIAN LABOR FORCE, SEASONALLY ADJUSTED
UNEMPLOYMENT RATES
3.6
15 Houston Texas U.S.
3.5
13
3.4
% Unemployed 11 000,000s
3.3
9
3.2
7
3.1
5
3
3 Jan-20 May-20 Sep-20 Jan-21 May-21 Sep-21
'13 '14 '15 '16 '17 '18 '19 '20 '21 '22
Source: Texas Workforce Commission
Source: Texas Workforce Commission
OUTLOOK FOR ’22
Metro Houston averaged 5,000 initial weekly claims for
unemployment benefits in the month of October. That’s As this newsletter arrives in subscribers’ inboxes, the
down from 9,800 the same month in ’20 and from 65,000 Partnership is putting the finishing touches on its ’22
per week in April ’20. Prior to the pandemic, initial claims employment outlook. In developing the forecast, three
averaged just under 4,000 per week. themes rose to the top:

INITIAL CLAIMS FOR UNEMPLOYMENT BENEFITS • Of all the jobs lost in the pandemic, the easiest ones to
recover have already been recouped.
STEP 9 80 Sep-20 Mar-21 Sep-21
000s 70 • Construction, energy, manufacturing, and wholesale
60 trade, as noted earlier, are holding back the recovery.
50
40 • How well local businesses manage supply chain
30 disruptions and worker shortages will determine the
20 path of Houston’s recovery in ’22.
10
The forecast will be released at the Partnership’s 2022
0 Economic Outlook event, scheduled for December 1 at the
Mar-20 Royal Sonesta Hotel. The event begins at 9:30 a.m. with a
panel discussion among experts from Houston’s major
Source: Texas Workforce Commission industries. The panelists and their areas of expertise
include:

November 2021 Economy at a Glance ©2021, Greater Houston Partnership 2

294 Office of External & Employer Relations LoneStar.edu/External-Affairs

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• Energy - Eric Mullins, Chairman and Co-CEO, Lime Rock Q3/21 marked the second consecutive quarter in three
Resources years that demand for industrial space (11.6 MSF) out-
paced supply (6.0 MSF). Leasing was robust, with the mar-
• Healthcare - David L. Callender, President and CEO, ket recording its fourth consecutive quarter of 9 MSF or
Memorial Hermann Health System more of leasing activity. The quarterly average of the past
10 years has been 7.7 MSF. Over 15 MSF is currently under
• Small Business - Alex López Negrete, President and construction and another 30 MSF planned through ’22.
CEO, Lopez Negrete Communications
HOUSTON INDUSTRIAL MARKET INDICATORS
• Real Estate/Construction - Daniel G. Bellow, President,
Houston, JLL Q3/21 Q3/20

• Banking/Finance - Julie Sudduth, Regional President, Vacant 7.9% 8.3%
Houston, PNC

KHOU-11 anchor Shern-Min Chow will moderate the panel Available Total 10.8% 12.0%
discussion.
Net Absorption +11.6 Mil +2.4 MSF

Leasing Activity 9.1 Mil 7.2 MSF

The luncheon portion of the event convenes at noon. Carl Under Construction 14.7 Mil 18.6 MSF
Tannenbaum, chief economist for Northern Trust, will
deliver the keynote speech. Tannenbaum recently received Asking Rent $0.64 $0.64
Arizona State University’s Lawrence R. Klein Award for
being the most accurate forecaster over the past four Source: NAI Partners
years. At the Partnership’s event, he will offer his forecast
for the U.S. and global economies. For the third consecutive quarter, the vacancy rate for
retail space has dropped. The Q3/21 vacancy rate of 5.8
Patrick Jankowski, the Partnership’s Senior Vice President percent has returned to where it stood in Q1/20 prior to
of Research, will present the Partnership’s employment the pandemic. Vacancy continues to tighten, leasing
forecast for ’22. activity to pick up, and rental rates are inching higher. With
3.3 MSF delivered YTD, 3.3 MSF under construction, and
To register for the event, go to the Events section of the another 5.3 MSF planned through ’22, the demand for
Partnership’s webpage, www.houston.org, or click here. retail real estate may continue to outpace supply.

HOUSTON RETAIL MARKET INDICATORS

ONE PLUS TWO PLUS THREE Q3/21 Q3/20

Vacant 5.8% 6.3%

Q3/21 marked the first quarter since Q4/19 that Houston’s Net Absorption +1.3 MSF +0.9 MSF
office market logged positive absorption. The amount was
small, less than 600,000 square feet, a tiny step but one in Leasing Activity 2.1 MSF 1.8 MSF
the right direction.
Under Construction 3.3 MSF 3.1 MSF

Asking Rent NNN $19.02 $18.23

Currently, just under 30 percent of all office space in Source: NAI Partners
Houston is either vacant or available for lease. To cut that
in half and return to 15 percent, a rate typical for a healthy STILL #1
market, the Houston needs to absorb another 35.0 million
square feet (MSF) of space. Over 71 MSF of the 243 million Houston continues to lead the nation in exports, shipping
in the market is available for lease. more goods and commodities ($63.4 billion) abroad in the
first six months of ’21 than New York ($51.6 billion), Los
HOUSTON OFFICE MARKET INDICATORS Angeles ($29.1 billion) or Chicago ($26.1 billion), according
to data recently released by the U.S. Census Bureau.

Q3/21 Q3/20 The shipments reflect the Bureau’s Origin of Movement
(OEM) series, which captures the metro from which a good
Vacant 24.6% 23.2% begins its export journey. This differs from the data that STEP 9
Census compiles for customs districts, which captures the
Available Total 29.3% 27.3% value of goods which pass through a region’s ports on their
way to markets overseas. The advantage of the OEM series
Net Absorption +0.6 MSF -1.6 MSF is that it better reflects how much of a region’s economy is
tied to global exports. The disadvantage is that it’s only
Leasing Activity 2.8 MSF 3.1 MSF

Under Construction 3.7 MSF 4.1 MSF

Asking Rent $29.42 $29.36

Source: NAI Partners

November 2021 Economy at a Glance ©2021, Greater Houston Partnership 3

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updated quarterly. Customs district data is updated KEY ECONOMIC INDICATORS
monthly.
Aviation — The Houston Airport System (HAS)
Despite supply chain issues and transportation bottle- handled 3.8 million passengers in September
necks, Houston’s exports have recovered from the pan- ’21, up from 1.7 million in September ’20. This
demic. Exports in Q1/21 were well above the comparable marked the seventh consecutive month with passenger
quarter of the past three years. volume exceeding 3.0 million.

HOUSTON EXPORTS, SECOND QUARTER, BILLIONS Inflation — The cost of consumer goods and
services rose 6.1 percent in metro Houston from
$31.4 $33.2 $34.8 October ’20 to October ’21.

$21.4 Crude Oil — The closing spot price for West
Texas Intermediate (WTI), the U.S. benchmark
for light, sweet crude, averaged $81.75 per
barrel in October ’21, up from $39.45 for the same period
in ’20. This marked the first time since October ’14 when
prices averaged over $80.

'18 '19 '20 '21 Home Sales — For the 12 months ending in
October ’21, realtors sold 106,405 single-family
Source: U.S. Census Bureau homes, up 14.9 percent from the same 12-
month period in ’20.
Details on the specific commodities that Houston exports
are only available annually, but quarterly exports are likely Natural Gas — October’s natural gas prices
averaged $5.54 per million British thermal units
to follow historic patterns and reflect the region’s (MMBtu), up 129.9 percent from $2.41 in
industrial base. Houston’s exports in ’20 can be seen in the October the year before.
accompanying table.
Purchasing Managers Index — Economic
’20 METRO HOUSTON EXPORTS, OEM SERIES activity expanded at a strong pace in October,
according to the Houston Purchasing Managers
Commodity Value $B % of Total Index (PMI). The October ’21 PMI registered 61.0, up from
59.5 in September. Readings above 50 correlate with
Oil & Gas (Upstream) 30.1 28.8 expansion of the Houston’s economy.

Petroleum & Refined Products 24.7 23.6 Rig Count — Baker Hughes reports 544 drilling
rigs were working in the U.S. during the last week
Chemicals 28.1 26.9 of October ’21. That’s up from 296 rigs the same
week in October last year.
Industrial Machinery 5.2 5.0
Sales Tax — Sales and use tax collections for
Computer & Electronic Products 5.1 4.8 the 12 most populous Houston-area cities
totaled $1.1 billion in the 12 months ending
All Others 11.3 10.8 September ’21, up 10.0 percent from $972.6
million for the same period a year ago. This rise in
Totals $104.5 100.0% collections is the largest 12-month increase since
September ’18.
Source: U.S. Census Bureau
Vehicle Sales — Houston-area auto dealers sold
Texas leads the nation in exports, with shipments through 19,346 new vehicles in October ’21, a decrease
June ’21 valued at $142.5 billion. Houston accounted for of 15.6 percent from October ’20, according to
44.5 percent of the state’s exports, followed by Dallas/Fort TexAuto Facts, published by InfoNation, Inc. of Houston.
Worth with 14.5 percent and El Paso with 10.9 percent.

STEP 9 Elizabeth Balderrama, Heath Duran, Annaissa Flores, Pat-
rick Jankowski, and Roel Martinez contributed to this issue
of Houston, The Economy at a Glance.

November 2021 Economy at a Glance ©2021, Greater Houston Partnership 4

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Progr am Evaluation

HOUSTON MSA NONFARM PAYROLL EMPLOYMENT (000)

Change from % Change from

Sept '21 Aug '21 Sept '20 Aug '21 Sept '20 Aug '21 Sept '20

Total Nonfarm Payroll Jobs 3,076.4 3,049.1 2,928.3 27.3 148.1 0.9 5.1
Total Private 2,665.0 2,660.2 2,519.2 4.8 145.8 0.2 5.8
Goods Producing 2.7 10.8 0.6 2.3
Service Providing 487.5 484.8 476.7 24.6 137.3 1.0 5.6
Private Service Providing 2,588.9 2,564.3 2,451.6 2.1 135.0 0.1 6.6
2,177.5 2,175.4 2,042.5
Mining and Logging 1.5 9.1 2.2 14.7
Oil & Gas Extraction 71.1 69.6 62.0 0.4 1.9 1.2 5.7
Support Activities for Mining 35.1 34.7 33.2 0.9 6.4 2.7 23.4
33.8 32.9 27.4
Construction -0.2 -0.5 -0.1 -0.2
204.1 204.3 204.6
Manufacturing 1.4 2.2 0.7 1.0
Durable Goods Manufacturing 212.3 210.9 210.1 1.1 1.8 0.8 1.4
Nondurable Goods Manufacturing 130.8 129.7 129.0 0.3 0.4 0.4 0.5
81.5 81.2 81.1
Wholesale Trade -0.4 5.2 -0.2 3.3
163.0 163.4 157.8
Retail Trade -1.2 3.3 -0.4 1.1
295.7 296.9 292.4
Transportation, Warehousing and Utilities 1.4 15.3 0.8 9.8
Utilities 172.2 170.8 156.9 -0.1 -0.1 -0.6 -0.6
Air Transportation 17.0 17.1 17.1 -0.1 0.0 -0.5 0.0
Truck Transportation 18.3 18.4 18.3 0.0 0.8 0.0 3.0
Pipeline Transportation 27.3 27.3 26.5 0.0 -0.5 0.0 -4.2
11.5 11.5 12.0
Information -0.2 0.6 -0.7 2.1
Telecommunications 28.8 29.0 28.2 -0.1 -0.2 -0.8 -1.6
12.4 12.5 12.6
Finance & Insurance 0.4 3.2 0.4 3.1
106.7 106.3 103.5
Real Estate & Rental and Leasing 0.3 -0.8 0.5 -1.4
58.2 57.9 59.0
Professional & Business Services 8.1 33.9 1.6 7.1
Professional, Scientific & Technical Services 512.5 504.4 478.6 0.1 14.9 0.0 6.5
Legal Services 245.2 245.1 230.3 -0.2 0.8 -0.7 2.9
Accounting, Tax Preparation, Bookkeeping 28.4 28.6 27.6 -0.2 0.3 -0.8 1.3
Architectural, Engineering & Related Services 23.7 23.9 23.4 -0.5 0.5 -0.7 0.8
Computer Systems Design & Related Services 66.5 67.0 66.0 -0.1 3.9 -0.3 11.5
Admin & Support/Waste Mgt & Remediation 37.7 37.8 33.8 8.3 18.6 3.9 9.1
Administrative & Support Services 222.6 214.3 204.0 8.2 16.6 4.1 8.6
209.1 200.9 192.5 10.2 13.5 14.0 19.4
Employment Services 83.0 72.8 69.5
0.6 4.8 0.9 8.0
Educational Services 65.0 64.4 60.2
0.5 11.1 0.1 3.3
Health Care & Social Assistance 344.0 343.5 332.9
-1.5 4.2 -4.6 15.6
Arts, Entertainment & Recreation 31.1 32.6 26.9
-7.3 37.1 -2.5 15.1
Accommodation & Food Services 283.0 290.3 245.9
1.4 17.1 1.2 17.1
Other Services 117.3 115.9 100.2
22.5 2.3 5.8 0.6
Government 411.4 388.9 409.1 0.3 -5.1 1.0 -14.0
Federal Government 31.4 31.1 36.5 0.3 1.4 0.3 1.6
State Government 89.9 89.6 88.5 0.5 0.6 1.0 1.2
State Government Educational Services 51.5 51.0 50.9 21.9 6.0 8.2 2.1
Local Government 290.1 268.2 284.1 19.8 2.7 11.4 1.4
Local Government Educational Services 193.6 173.8 190.9

SOURCE: Texas Workforce Commission STEP 9

November 2021 Economy at a Glance ©2021, Greater Houston Partnership 5

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Workforce Glossary

AA: Associate of Arts, a two-year academic transfer degree designed for students who will ultimately be pursuing a BA
(Bachelor of Arts) degree at a four-year college/university.

AAS: Associate of Applied Science, a two-year degree plan designed for students who want to pursue career specific
training so they can enter the workforce immediately.

ABE: Adult Basic Education; see AEL (Adult Education & Literacy).

AC: Advisory Committee, the advising body for each workforce program as required by the GIPWE (see below), generally
comprised of representatives of the relevant industry and local community within the program field as well as Lone Star
College faculty and curriculum team members.

ACGM: Academic Course Guide Manual, the official list of approved courses for general academic transfer to public
universities that may be offered for state funding by public community and technical colleges in Texas. Published by the
Texas Higher Education Coordinating Board (THECB).

AEL: Adult Education & Literacy, education intended for adult learners who wish to improve their English language skills
and/or gain the core skills they need to obtain a GED® (General Equivalency Development, a high school equivalency
diploma awarded through testing by the American Council on Education). This field of study is also referred to as
“College Prep” as it provides the skills and credentials necessary to enter a college program. AEL is part of the Continuing
Education department within OEER.

AIR: Analytics and Institutional Reporting, the Lone Star College division which collects and analyzes data for research,
reporting, and decision-making.

ALL: Academy for Lifelong Learning. ALL is a membership community that offers free and low-cost classes, events, and
activities for adults age 50 and older. Administration of ALL is the responsibility of the Continuing Education department
within OEER.

AOS: Area of Study refers to the group of programs within a specific area of study.

AS: Associate of Science, a two-year academic transfer degree designed for students who will ultimately be pursuing a
BS (Bachelor of Science) degree at a four-year college/university.

ATC: Advanced Technical Certificate, Pursued after the completion of a related bachelor’s or associate degree, preparing
you for a specialized career field.

BA: Bachelor of Arts, a four-year undergraduate academic degree focused in liberal arts or social science. Whether a
degree is considered a BA or a BS varies from one college/university to another; for example, a degree in Economics may
be considered a BA at some colleges and a BS at others.

BAS: Bachelor of Applied Science, a four-year undergraduate academic degree focused in applied science

BAT: Bachelor of Applied Technology, a four-year undergraduate academic degree focused in applied technology

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BoT: Lone Star College’s Board of Trustees

BS: Bachelor of Science, a four-year undergraduate academic degree focused in math or science. Whether a degree is
considered a BA or a BS varies from one college/university to another; for example, a degree in Economics may be
considered a BA at some colleges and a BS at others.

BSN: Bachelor of Science in Nursing, a four-year undergraduate academic degree focused on nursing.

CC: Chancellor’s Cabinet, the group of highest-level administrators (also called “location executive officers”) who advise
the Chancellor. The Cabinet is made up of all of Lone Star College’s Vice Chancellors, Executive Vice Chancellors, chief
area officers (e.g. Chief Financial Officer, Chief Operating Officer, Chief Executive Officer, Chief of Staff), and College
Presidents.

CE: Continuing Education or Education. This term can include credit courses for degree-seeking non-traditional students,
non-degree career training, workforce training, and formal personal enrichment courses, and courses designed to
prepare students for entering college. Continuing Education is an umbrella department within OEER which includes AEL
(Adult Education & Literacy), ALL (Academy for Lifelong Learning), DC (Discovery College), and CTE (Career & Technical
Education).

Cert: Certificates, specialized credit programs that train students in a specific field. Some certificates can be stacked, and
their earned credits applied toward an associate degree.

CIP code: Classification of Instructional Programs, a taxonomic scheme that supports the accurate tracking and reporting
of fields of study and program completions activity. Developed by the National Center for Education Statistics (NCES).

Competency Identification: Meeting by which industry review and rate a competency list, a systematic process for
developing workforce programs using employees closest to the job to review specific curriculum recommendations for a
program already vetted by focus group. Competency meetings are conducted as part of the Workforce Program
Development process.

Corporate College: Lone Star Corporate College partners with global corporations to provide customized training, open
enrollment courses, and professional seminars.

COE: Center of Excellence, a facility that provides leadership and best practices.

CTE: Career and Technical Education, formerly Continuing and Technical Education. These courses are focused on career
and workforce training, and may be credit (typically AA, AS, or AAS), non-credit, or non-credit certificate. CTE is part of
the Continuing Education department within OEER.

DC: Discovery College. Discovery College are summer programs for youth aged 6-17. The Discovery College is
administered by the Continuing Education department within OEER.

DoE: Department of Education, a Cabinet-level department of the United States government which establishes policy
for, administers, and coordinates most federal assistance to education, collects data on US schools, and enforces federal
educational laws regarding privacy and civil rights. Outside of higher education, it is generally abbreviated to ED or DoEd
to avoid confusion with the Department of Energy.

EMSI/Burning Glass: A private company that provides labor-market analysis for higher education, business, and
community development. OEER uses data from EMSI/Burning Glass as part of the Workforce Program Development
process.

ESOL: English for Speakers of Other Languages. Sometimes you will see “ESL” instead, an older term short for “English as
a Second Language.” Lone Star College offers both for-credit ESOL courses intended as a part of college prep and
noncredit ESOL courses for the community.

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Fast Track Certificate: Fast Track, non-credit programs provide industry training which result in a workforce certificate.
They are designed for quick entry into the workforce.

GIPWE: Guidelines for Instructional Programs in Workforce Education, a manual providing guidelines for the design,
development, operation, and evaluation of credit and non-credit workforce education programs published by the Texas
Higher Education Coordinating Board (THECB). .

HGAC: Houston-Galveston Area Council

LL: Leisure Learning. These are non-credit courses offered to the community for personal enrichment and cover a wide
variety of subjects, from dog training to flower arranging to everyday computer skills. LL is part of the Continuing
Education department within OEER. Dual credit non-credit linked to credit courses often are considered LLas well and
are not fundable by the THECB.

MSA: Metropolitan Statistical Area, a geographical region with a relatively high population density at its core and close
economic ties throughout the area, defined by the Office of Management and Budget (OMB) and used by the Census
Bureau and other federal government agencies for statistical purposes. Houston-The Woodlands-Sugarland is a nine-
county MSA colloquially referred to as “Greater Houston” or “the Houston Metro Area.”

OAS: Office of Academic Success, the Lone Star College department that administers a broad range of operations related
to the support of the instructional units at each college.

OEER: Office of External & Employer Relations, the Lone Star College division which administers workforce, continuing,
and career and technical education, as well as corporate training, health occupations, and services for veterans and
military-affiliated individuals.

OSS: Office of Student Services, the Lone Star College department that provides support to students with programs and
services such as new student orientation, advising, learning tools (including libraries), disability and career services,
childcare, counseling, and more.

Program Evaluation: Is the evaluation of instructional programs utilizing a variety of data. Program evaluation is
conducted on an annual basis. Results of program recommendations are presented to the Board of Trustees every four
years.

PoS: Program of Study refers to the specific workforce program

SME: Subject matter expert, also called a domain expert, a person with special knowledge or which make him or her an
authority in that area. SMEs are typically consulted as part of the Workforce Program Development process.

SNOW/SNow: Service Now, a content management system (CMS) utilized by various Lone Star College departments to
provide services within the college system.

SOC title: Standard Occupational Classification, a system used by Federal statistical agencies to classify workers into
occupational categories for the purpose of collecting, calculating, or disseminating data.

THECB: Texas Higher Education Coordinating Board, an agency of the Texas government that oversees all public post-
secondary education in the state.

TWC: Texas Workforce Commission, an agency of the Texas government that provides services related to employment
to eligible individuals (career development information, job search resources, training programs, and unemployment
benefits) and businesses (recruiting, retention, training and retraining, outplacement services), as well as information to
the general public on topics such as labor law, unemployment insurance, tax-saving programs, and labor market
planning.

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