Code Green Super CIP (Curriculum Improvement Project)

As our state’s economy evolves, the North Carolina Community College System is responding to industry changes. In January 2010, the North Carolina Association of Community College Presidents’ requested a Curriculum Improvement Project (CIP) to rejuvenate existing curriculum programs and integrate energy efficiency skills into all aspects of our technical education pathways. As the largest CIP in our system’s history, the project addresses five areas that are critical to the growth of North Carolina’s new energy economy: building, energy, environment, transportation and engineering technology.


The Code Green Super CIP is unique in that it is the first total revamping of entire sectors of our technical education curriculum. The breadth and impact of the CIP is immense – affecting more than 80 curriculums and thousands of students. But the project extends much further, leaving a permanent impact on our colleges’ capabilities to support job growth, industry improvements and increased access to education.


Colleges began utilizing the Code Green Super CIP courses and curriculum standards during fall semester 2013, and all of the colleges had implemented the revisions by fall semester 2014. To view the Code Green Super CIP curriculum standards, please visit the following link:

The Curriculum Review Committee approved the Code Green Super CIP courses on May 29, 2012 (CC12-017). The State Board of Community Colleges approved the thirty-two Code Green Super CIP curriculum standards on August 16, 2012 (CC12-024).   

Contact Mr. Frank Scuiletti at 919-807-7114 or


The Code Green Super CIP resulted in the redesign of curriculum program standards for five sector areas including Building, Energy, Engineering, Environment, and Transportation technologies based on a national career and technical education (CTE) standardized curriculum model that is designed to support and promote articulation. Similar CTE program majors are grouped together under program standards that utilize a common technical core. (See crosswalk for assistance in locating programs.)

1. Streamlined program structures that reduce the number of curriculum titles: To minimize redundancies, the CIP consolidated more than 80 curriculum standards into only 32 standards. This reduction standardized curriculum models, allowing similar program majors to be grouped together under curriculum programs that share a common academic and technical core. These core courses give students a foundation of general skills, allowing them more opportunity to branch into specific program majors in order to explore careers and job opportunities.

2. Curriculum competencies that allow for non-credit certified students to transition into credit programs: The CIP developed competency-based courses to facilitate the awarding of academic credit for equivalent course work taken on a non-credit basis. Students who demonstrate mastery of competencies in non-credit courses should not have to repeat that course work if they decide to pursue an academic degree.  The new competency-based CIP curriculum facilitates the awarding of academic credit when the college documents that the non-credit course work is equivalent to a credit experience.

3. Students with industry-recognized credentials: Recognizing the important role employers play in defining workplace competencies, the CIP revised curriculum courses and programs to include skill sets like those endorsed by the National Association of Manufacturers (NAM). Students can now earn multiple, nationally recognized industry credentials while working toward an associate degree in a related field of study. With credentials under their belts, students will emerge with skill levels that are more adaptable, technology-savvy and recognized by industries. An educated workforce will have a critical, direct impact on North Carolina industries, allowing for each to become more competitive, innovative and marketable.

4. Revised programs that integrate employability competencies, energy efficient skills and learning outcomes: The CIP resulted in the revision, archive or adoption of approximately 360 courses. Competencies related to emerging technologies, renewable sources of energy and reduced consumption of energy were incorporated. Student Learning Outcomes (SLOs) were added to program core courses to aid articulation between continuing education and curriculum courses.

5. Engaged faculty who are trained in energy efficient and green technologies:  The CIP also focused on training system instructors how to better prepare students for a rapidly changing green job market. The CIP conducted 46 professional development events with more than 683 faculty participants, allowing instructors to gain a better understanding of topics related to energy efficiency that will affect students in job industries, such as bioenergy and alternative fuels. Initiative

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April 2015 Activity Report

Thursday, May 7, 2015 - 16:58

The Employability Skills Resource Toolkit was introduced at a presentation to participants attending the English Language Civics Institute Conference at Western Piedmont Community College.

Key Values: Next Steps: Meetings:
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