Moving from “Just a Project” to “Sustainability”

Dr. Andrew L. MeyerVice President for Learning

Anne Arundel Community College

CCTI Summit 2006

“. . .the transition from high school to college is an unsuccessful one for many.

Of those high school graduates who entered postsecondary education for the first time in the 1995-1996 school year, 37 percent had left two years later without having earned a degree or

certificate.”

Dual Enrollment Programs: Easing Transitions from High School to College

Bailey, et al. (March 2003)

“This report outlines the need to raise our sights to prepare more students

for college and an increasingly complex world of work, to enroll

more students in rigorous academic programs. . . ”

Raising Our Sights: No High School Senior Left Behind

National Commission on the High School Senior Year (October 2001)

“A recent report from the National Commission on the High School Senior Year indicates that students find the

last year of high school to be a ‘waste of time’ and ‘boring’. Not only are students not being challenged during

their senior year, they are also not preparing for college.”

Overcoming Senior Slump: The Community College Role

Peterson, Kimberly (January 2003)

“Additionally, community colleges often send weak signals to high school students about the preparations they need to

make in order to succeed in college—only when students arrive for orientation

or registration are they informed that they must pass placement exams before they

are allowed to take credit courses.”

In Overcoming Senior Slump: The Community College Role

Peterson, Kimberly (January 2003)

“It is increasingly clear that the last two years of high school—and their connectivity with the first year of

college—are in serious need of fresh thinking.”

Student Pathways Through High School to College

Pierce, David R. (June 2001)

5 OUTCOMES FOR CCTI

Reduce the need for remediationIncrease enrollment and persistenceImprove academic and skill achievementIncrease the number of postsecondary degrees, certificates, and licensuresImprove entry into employment and/or further education

Progress on CCTI Objectives and Strategies at Anne Arundel

Community College

Outcome #1: Decrease the need for remediation

Accuplacer administered to targeted 10th and 11th grade students enrolled in the Academy of Teaching Professions.Requisite coursework offered to ensure postsecondary preparation.

Outcome #1: Decrease the need for remediation

As a result of administering the Accuplacer some of our high school students learn they are “college ready” and receive information on registering for college coursework through the Jump Start program.

Outcome #1: Decrease the need for remediation

CCTI Year 3 evaluation results found a reduced need for remediation in Anne Arundel County Public Schools’ Academy of Teaching Professions students.

Outcome #2: Increase enrollment and persistence

High schools offering the Academy of Teaching Professions program has grown from 4 to 9.

Outcome #2: Increase enrollment and persistence

AACC students enrollment in the AAT program increased 40% from Fall 2003 to Fall 2005 (310 students to 434 students).

AACC Students enrolled in the Early Childhood Education program increased 14% from Fall 2003 to Fall 2005 (116 students to 132 students).

Outcome #2: Increase enrollment and persistence

Parental involvement has increased through the implementation of an annual Parent Information Night—a one-stop approach designed to brief parents on college expectations, resources, and opportunities for their children.

Outcome #2: Increase enrollment and persistence

In a 6-month period, 18 visits have been made to high school classes reaching 410 students about strategies for successful transition from high school to college.

Outcome #2: Increase enrollment and persistence

• Full-time advisement coordinator for the TEACH Institute that reaches all students interested in the teacher education program at AACC.

• Part-time teacher specialist that works as a liaison between secondary school system and AACC.

• Part-time academic advisor who maintains office hours at 5 of the 9 participating high schools.

 

Outcome #3: Improve academic and skill achievement

Development of a clearly articulated program pathway in teacher education beginning with the Academy of Teaching Professions (high school) into the Associate of Arts in Teaching (AAT) into all public and private teacher education programs in Maryland.

Outcome #3: Improve academic and skill achievement

Academy of Teaching

Professions

AAT degrees

AAS, Early Childhood

Development

Special Ed Support

Certificate

4-year College or University

Teaching Paraprofessiona

lCertificate

Outcome #4: Increase the number of degrees, certificates, and

licensures

AATsEarly Childhood EducationElementarySecondary

MathSpanishChemistryPhysics

Outcome #4: Increase the number of degrees, certificates, and

licensures

CertificatesTeaching ParaprofessionalChild CareSpecial Education Support

Emotional DisturbanceAutism Spectrum DisordersSpeech and LanguagePreschool/Early ChildhoodMental RetardationLearning DisabledBehavior Support

Outcome #5: Improve entry into employment and/or further

education

Develop program pathways with the AACC University Consortium colleges and universities to increase education baccalaureate degrees in Anne Arundel CountyProgram development responsive to employer needs

CCTI and Its Implications at Anne Arundel Community College

Improve the CCTI model in the current career cluster: Education and Training

CCTI and Its Implications at Anne Arundel Community College

Expand to relevant career clusters already within CCTI projectInformation Technology

Academy of Information Technology

Science, Technology, Engineering and MathematicsProject Lead the Way

CCTI and Its Implications at Anne Arundel Community College

Add relevant career areas to CCTI modelArchitecture and ConstructionFinanceHospitality and Tourism

Self-Assessment Rubric for the Institutionalization of Service-

Learningin Higher Education

Andrew Furco

University of California, Berkeley

5 Dimensions

Philosophy and Mission of Service-LearningFaculty Support for and Involvement in Service-LearningStudent Support for and Involvement in Service-LearningCommunity Participation and PartnershipsInstitutional Support for Service-Learning

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Philosophy and Mission of Service-Learning

Definition of Service-LearningStrategic PlanningAlignment with Institutional MissionAlignment with Educational Reform Effort

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Faculty Support for and Involvement in Service-

Learning

Faculty AwarenessFaculty Involvement and SupportFaculty LeadershipFaculty Incentives and Rewards

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Student Support for and Involvement in Service-

Learning

Student AwarenessStudent OpportunitiesStudent LeadershipStudent Incentives and Rewards

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Community Participation and Partnerships

Community Partner AwarenessMutual UnderstandingCommunity Agency Leadership and Voice

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Institutional Support for Service-Learning

Coordinating EntityPolicy-making EntityStaffingFundingAdministrative SupportEvaluation and Assessment

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Three Stages of Institutionalization

Stage 1 Critical Mass Building

Stage 2 Quality Building

Stage 3 Sustained Institutionalization

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Stage 1: Critical Mass Building

College is beginning to recognize the initiative and college-wide support for the effort being built

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Stage 2: Quality Building

College becomes focused on ensuring the development of “quality” activities related to the initiativeQuality is more important than quantity

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Stage 3: Sustained Institutionalization

College has fully institutionalized the initiative into the fabric of the institution

Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Applying Furco’s Rubric to the College and Career Transitions Initiative

5 Dimensions

Philosophy and Mission of CCT Faculty Support for and Involvement in CCT Student Support for and Involvement in CCT Community Participation and PartnershipsInstitutional Support for CCT

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California,

Berkeley, 1999.

Philosophy and Mission of College and Career Transitions

Definition of CCT Strategic PlanningAlignment with Institutional MissionAlignment with Educational Reform Effort Adapted from Furco’s Self-Assessment Rubric for the Institutionalization

of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Faculty Support for and Involvement in College and

Career Transitions

Faculty AwarenessFaculty Involvement and SupportFaculty LeadershipFaculty Incentives and Rewards Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of

Service-Learning in Higher Education, University of California, Berkeley, 1999.

Institutional Support for College and Career Transitions

Coordinating EntityPolicy-making EntityStaffingFundingAdministrative SupportEvaluation and Assessment Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

Self Assessment Rubric for the Institutionalization of

College and Career Transitions Model

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension I: Philosophy and Mission of College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Definition of College and Career Transitions (CCT)

There is no campus-wide definition for CCT. The term is used inconsistently to describe a variety of activities.

There is an operationalized definition for CCT on the campus, but there is some variance and inconsistency in the use of the term.

The institution has a formal, universally accepted definition for CCT that is used consistently to operationalize many or most aspects of CCT model.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension I: Philosophy and Mission of College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Strategic Planning

The campus does not have an official strategic plan for advancing CCT on campus.

Although certain short-range and long-range goals for CCT have been defined for the campus, these goals have not been formalized into an official strategic plan that will guide the implementation of these goals.

The campus has developed an official strategic plan for advancing CCT on campus, which includes viable short-range and long-range institutionalization goals.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension I: Philosophy and Mission of College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Alignment with Institutional Mission

While CCT complements many aspects of the institution's mission, it remains on the periphery of the campus. CCT is rarely included in larger efforts that focus on the core mission of the institution.

CCT is often mentioned as a primary or important part of the institution’s mission, but it is not included in the campus’ official mission or strategic plan.

CCT is part of the primary concern of the institution. CCT is included in the campus’ official mission and/or strategic plan.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension II: Faculty Support for and Involvement in College and Career

Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Faculty Awareness

Very few members know what CCT is or understand how it is different from other activities.

An adequate number of faculty members know what CCT is and understand how it is different from other activities.

A substantial number of faculty members know what CCT is and can articulate how it is different from other activities.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension II: Faculty Support for and Involvement in College and Career Transitions

(CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Faculty Involvement & Support

Very few faculty members are instructors, supporters, or advocates of CCT.

An adequate number of faculty members is supportive of CCT.

A substantial number of influential faculty members participate as instructors, supporters, and advocates of CCT.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension II: Faculty Support for and Involvement in College and Career Transitions

(CCT)Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Faculty Incentives & Rewards

In general, faculty members are not encouraged to engage in CCT; few incentives are provided to pursue CCT activities; faculty members’ work is not usually recognized during review, tenure, and promotion process.

Although faculty members are encouraged and are provided various incentives to pursue CCT activities, their work in CCT is not always recognized during their review, tenure, and promotion process.

Faculty who are involved in CCT receive recognition for it during the campus’ review, tenure, and promotion process; faculty are encouraged and are provided various incentives to pursue CCT activities.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension V: Institutional Support for College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Coordinating Entity

There is no campus-wide coordinating entity that is devoted to assisting the various campus constituencies in the implementation, advancement, and institutionalization of CCT.

There is a coordinating entity on campus, but the entity either does not coordinate CCT activities exclusively or provides services to only a certain constituency.

The institution maintains coordinating entity that is devoted primarily to assisting the various campus constituencies in the implementation, advancement, and institutionalization of CCT.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension V: Institutional Support for College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Funding The campus’ CCT activities are supported primarily by soft money (short-term grants) from sources outside the institution.

The campus’ CCT activities are supported by both soft money (short-term grants) from sources outside the institution as well as hard money from the institution.

The campus’ CCT activities are supported primarily by hard funding from the campus.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Dimension V: Institutional Support for College and Career Transitions (CCT)

Stage OneCritical Mass Building

Stage TwoQuality Building

Stage ThreeSustained Institutionalization

Administrative Support

The campus’ administrative leaders have little or no understanding of CCT often confusing it with other campus efforts.

The campus’ administrative leaders have a clear understanding of CCT but they do little to make it a visible and important part of the campus’ work.

The campus’ administrative leaders understand and support CCT and actively cooperate to make it a visible and important part of the campus’ work.

Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

Moving from “Just a Project” to

“Sustainability”