47
Moving from “Just a Project” to “Sustainability” Kathleen M. Beauman Director, Business Education Partnerships Anne Arundel Community College CCTI Summit - Denver March 2, 2008
| Date post: | 17-Dec-2015 |
| Category: |
Documents |
| Upload: | vincent-erick-haynes |
| View: | 214 times |
| Download: | 0 times |
Moving from “Just a Project” to “Sustainability”
Kathleen M. BeaumanDirector, Business Education
PartnershipsAnne Arundel Community College
CCTI Summit - DenverMarch 2, 2008
Moving to Sustainability
Why do great projects that are grant-funded go away on our campuses?
Loss of fundingLoss of dedicated staffNot integrated into the systemLack of support by leadershipFew people know about it
Moving to Sustainability
CCTI colleges having great resultsCommitment to look at sustainability strategiesConvened in St. LouisReviewed applicability of Dr. Furco’s service learning assessment tool
Self-Assessment Rubric for the Institutionalization of
Service-Learning inHigher 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.
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 CCTIFaculty Support for and Involvement in CCTIStudent Support for and Involvement in CCTICommunity Participation and PartnershipsInstitutional Support for CCTI 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 CCTI
Definition of CCTI 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 CCTI
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 CCTI
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 Initiative
(CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Definition of College and Career Transitions (CCTI)
There is no campus-wide definition for CCTI. The term is used inconsistently to describe a variety of activities.
There is an operationalized definition for CCTI 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 CCTI that is used consistently to operationalize many or most aspects of CCTI 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 Initiative
(CCTI)Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Strategic Planning
The campus does not have an official strategic plan for advancing CCTI on campus.
Although certain short-range and long-range goals for CCTI 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 CCTI 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 Initiative
(CCTI)Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Alignment with Institutional Mission
While CCTI complements many aspects of the institution's mission, it remains on the periphery of the campus. CCTI is rarely included in larger efforts that focus on the core mission of the institution.
CCTI 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.
CCTI is part of the primary concern of the institution. CCTI 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
Goal 1.0 Focus on LearningStrategy 1.02S - Assess and expand initiatives that blend credit, non-credit and support services as part of the one-college concept.
Action: 1.02S.c - Investigate the feasibility of applying the CCTI advising model to other programs.
Action Begin Action End Facilitator:
2007 2010 Vice President, Learning
K-12 Transitions Learning Design Team
Design Team Charge from President Smith: coordinating all of the existing and planned initiatives between Anne Arundel County Public Schools (AACPS) and Anne Arundel Community College (AACC) identifying new opportunities for collaboration with AACPS, particularly in the area of new program development
K-12 Transitions Learning Design Team
creating a multi-year recruitment plan designed to increase the market share of high school graduates attending the college; with special emphasis on recruitment and success of minority students
enhancing the college's image within the school system
implementing the strategies of the college's transition programs (e.g., Jump Start, CCTI, Tech Prep) and projects that have proven successful over the last five years (e.g. parenting information sessions, career pathway templates, student outreach, partnerships)
K-12 Transitions Learning Design Team
K-12 Transitions Learning Design Team
Participants include:Learner Support Services: academic advising, records and registration, financial aid, enrollment development, testing and tutoringPlanning, Search and Institutional Assessment
K-12 Transitions Learning Design Team
Learning: honors program, kids in college, Tech Prep, CCTI, STEM, entrepreneurial studies, English, mathematics, teacher educationLearning Resources Management: grants development, public relations and marketing, development office
K-12 Transitions Learning Design Team
Chaired by director of TEACH InstituteReports to Vice President for Learner Support Services and Vice President for LearningConvened July 1, 2007Monthly discussions
News Ways of Doing BusinessCollege-wide STEM initiative underwayIncorporated CCTI best practicesArticulated program pathways, transition advisors, parent and student outreach
Dimension II: Faculty Support for and Involvement in College and Career
Transitions Initiative (CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Faculty Awareness
Very few members know what CCTI is or understand how it is different from other activities.
An adequate number of faculty members know what CCTI is and understand how it is different from other activities.
A substantial number of faculty members know what CCTI 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
Faculty Awareness
Theme of Fall 2005 Faculty Orientation was CCTI - speaker focused on this as a national issueOn-going briefings to deans, departments, faculty (AACC and AACPS)Building on Teacher Education Project, expanded program pathways including 4-year college/university articulation agreements
Dimension II: Faculty Support for and Involvement in College and Career Transitions
Initiative (CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Faculty Incentives & Rewards
In general, faculty members are not encouraged to engage in CCTI; few incentives are provided to pursue CCTI 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 CCTI activities, their work in CCTI is not always recognized during their review, tenure, and promotion process.
Faculty who are involved in CCTI receive recognition for it during the campus’ review, tenure, and promotion process; faculty are encouraged and are provided various incentives to pursue CCTI activities.
Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999
Faculty Incentives and Rewards
Flexible job descriptionsPartnership work is encouraged and recognized in promotion and tenure processInvolvement in AACPS Signature and Magnet program restructuring
Dimension II: Faculty Support for and Involvement in College and Career Transitions
Initiative (CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Faculty Involvement & Support
Very few faculty members are instructors, supporters, or advocates of CCTI.
An adequate number of faculty members is supportive of CCTI.
A substantial number of influential faculty members participate as instructors, supporters, and advocates of CCTI.
Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999
Faculty Involvement and Support
Serve on advisory committees, work teamsConduct professional development opportunities for AACPS staff and facultyAssisted in the creation of 90+ credit articulated program pathways beginning at the secondary level into AACCStarted development of non-credit/workforce development program pathways
Non-Credit/Workforce Development Pathways
A+ Certification Court ReportingDental AssistingTruck DrivingVeterinary Assisting
Dimension V: Institutional Support for College and Career Transitions Initiative
(CCTI)
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 CCTI.
There is a coordinating entity on campus, but the entity either does not coordinate CCTI 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 CCTI.
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 Initiative
(CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Funding The campus’ CCTI activities are supported primarily by soft money (short-term grants) from sources outside the institution.
The campus’ CCTI 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’ CCTI 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 Initiative
(CCTI)
Stage OneCritical Mass Building
Stage TwoQuality Building
Stage ThreeSustained Institutionalization
Administrative Support
The campus’ administrative leaders have little or no understanding of CCTI often confusing it with other campus efforts.
The campus’ administrative leaders have a clear understanding of CCTI but they do little to make it a visible and important part of the campus’ work.
The campus’ administrative leaders understand and support CCTI 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
Assoc. V icePresident
forLearning
DeanArts & Sciences
DeanBusiness, Com puting& Technical Studies
DeanContinuing & Professional
Studies
DeanHealth Professions,
W ellness &Physical Education
Executive DirectorCenter forW orkforceSolutions
DirectorBusinessEducation
Partnerships
V ice P res iden t fo r Learn ing
Direct Reports, Division for Learning
College and Career Transition InitiativeAnne Arundel Community College
Project Staffing
Project Years Budget CCTI Budget AACC Budget
Year 1: May 2003 – September 30, 2003
$50,000
Year 2: October 1, 2003 – September 30, 2004
$150,000 Teacher Liaison (part-time) Instructional Specialist/Adviser (30 hours)
Year 3: October 1, 2004 – September 30, 2005
$80,000 Teacher Liaison (part-time) Business Education Partnerships Coordinator (part-time)
Instructional Specialist/Adviser (full-time)
Year 4: October 1, 2005 – September 30, 2006
$80,000 Teacher Liaison (part-time) Transition Advisor (part-time)
Instructional Specialist/Adviser (full-time) Business Education Partnerships Coordinator (full-time)
Currently 3 Transition Advisors (part and full-time(expanded to (cargo/distribution, GED, additional programs) Teacher Liaison (part-time – AACPS)
College and Career Transition InitiativeAnne Arundel Community College
Project Staffing
Future3 transition advisors (STEM)New category of employee developedExtremely effective in successful transition
Where to Start?
Learn from your colleaguesConvene work teamWalk through rubric, discuss, scoreIdentify prioritiesDevelop a planInstitute, evaluate, and revisit
