CREATING EFFECTIVE PATHWAYS FOR

STUDENT VETERANS

MAPS to Credentials

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Introductions and Agenda

Overview of Project Purpose

Partners

Three Community Colleges Profile

Building PLA Options

Expanding Engagement

Q&A

MAPS to CREDENTIALS: Partners

MAPS to CREDENTIALS: Purpose

Raise veterans’ postsecondary attainment

Maximize training and experience through degree roadmaps

Support successful transitions to college and civilian workplace

Provide models

Advance institutional commitment to PLA policies and practices

Maps to Credentials: Progress

Integrated Programs and Services: Connect learners with continued support

Faculty Engagement and Institutional Change: Advance policy and practice

PLA Options: Meet learner experiences and needs

Fayetteville Tech: Profile

Located in Fayetteville, NC approximately 8 miles from Fort Bragg

12,189 curriculum students in Fall 2012

4% are 17 and under

34% traditional college age students

62% are adult learners

20% are veterans

30 is the average age of students

Building PLA Options: Fayetteville Tech

Maps for specific military training

Centralized personnel create maps

Process to create maps

Approval process engages faculty

Expanding Engagement: Fayetteville Tech

Administration Commitment

Supporting Documentation

Benefit to Program of Study

Benefit to Faculty

Integrating Services: Fayetteville Tech

Working closely with units on Fort Bragg

Created landing page: Credit for Prior Military Learning on FTCC home page http://www.faytechcc.edu/ft_bragg/transition/credit-for-learning.asp

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Inver Hills: Profile

Southern Suburb of St. Paul, MN

9,835 credit students

4,212 full-year equivalent (FYE) in FY12

49% traditional college age students

13% are 17 and under

38% are adult learners

26 is the average age of students

28% of the population are students of color

Inver Hills: Profile

Each fall, 3% of student population is a veteran

Enrollments: Fall 2005 = 143

Fall 2006 = 135

Fall 2007 = 140

Fall 2008 = 174

Fall 2009 = 226

Fall 2010 = 306

Fall 2011 = 313

Fall 2012 = 320

Building PLA Options: Inver Hills

Adult Learners Take 2 Classes to Prepare for Prior Learning Assessments (PLA)

PLA Credits Earned Increased by 19% Since 2010

PLA Credits Transcripted as Actual Courses

No Limit to Number of PLA Credits that can be Earned

Expanding Engagement: Inver Hills

Adult Learner Focused Workshops for Faculty

Professional Development Days include Veterans Panel

Faculty Serve as ACE evaluators

Workshops on the Horizon

Integrating Services: Inver Hills

Improved Communication Across Departments

Hired Online and Adult Learner Advisor

Developed Veterans Website: http://inverhills.edu/StudentResources/VeteranServices/

Included Maps on Veterans Website:

http://inverhills.edu/StudentResources/VeteranServices/ProspectTransferVets.aspx

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RESPOND TO THE POLL ON THE

RIGHT SIDE OF YOUR SCREEN.

Quick Poll

Miami Dade: Overview

Largest U.S. institution of higher education: 8 campuses and numerous outreach centers in Miami-Dade County serving over 167,000 students

96,955 credit students in academic year 2011-2012

59,702 total annual FTE students

2% are 17 and under

64% traditional college age students

34% are adult learners

26 is the average age of students

Serve 1800 veterans per term

Building PLA Options: Miami Dade

Students who earned PLA

credits increased 22% in 2011-2012

Veterans earned twice the credits

compared to overall student

body on average: 23.7 vs. 9.9

Processes for Creating Maps and Evaluating

Effectiveness

Expanding Engagement: Miami Dade

Maps to Credentials created momentum

Veterans Task Force established

Developed new PLA department and position

Portfolio will expand current PLA options

Integrating Services: Miami Dade

Targeted outreach, advising, and resources

Collaboration with workforce organizations and employers

to meet the demands of economic development

Expanded opportunities with local air force base

Virtual Open House for Veterans/Military Students

Virtual Open House

How to Get Started

Create an Action Plan

• Identify achievable and measurable goals

• Determine specific steps for each goal

• Develop a timeline for each step/goal

• Determine who will be responsible for each step/goal

Action Plan Example

Goal Steps Timeline Responsible Party

Goal 1: Determine Military Occupational Specialties (MOS) to Map

1. Learn what the most common MOS’ are in each branch.

Goal 2: Review the MOS and ACE Recommendations

1. Identify faculty to help achieve the goal. 2. Meet with faculty, give direction, and timeline to

complete review.

Goal 3: Map the ACE Recommendations to Institution Courses

1. Review sample maps. 2. Determine and/or develop map that best meets

needs of institution. 3. Complete the maps.

Goal 4: Market Maps 1. Meet with marketing staff. 2. Determine best places to market/how to market. 3. Develop timeline.

Goal 5: Improve Service to Veterans

1. Complete SWOT analysis. 2. Identify key staff to work with veterans who

understand veteran benefits and prior learning assessment.

3. Begin to close existing gaps between academic affairs and student services.

Questions?

Bridget Petzold Fayetteville Technical Community College petzoldb@faytechcc.edu Anne Johnson Inver Hills Community College ajohnso@inverhills.edu Tiffani Malvin Miami Dade College tmalvin@mdc.edu

Laura Winters Council for Adult and Experiential Learning lwinters@cael.edu Mary Beth Lakin American Council on Education mlakin@acenet.edu

Contact Information

Contact Information

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