Inspired to Excel

1. Inspired to Excel Dr. Dianne Van Hook Flex Workshop ~ Feb. 2, 2012 “Inspired to Excel”

2. Now, more than ever, higher education is being tested. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

3. Working Within the New Normal(and then challenging it)

4. What trends will impact our efforts to prepare our students for the future? Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

5. Trends Impacting Us Now • Technology • Jobs of the Future • Achievement Gap • Decline of Manufacturing • Policy and Funding Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

6. Technology Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

7. Technology • Technology has changed everything • Remote access, instant access from virtually anywhere in the world is at our fingertips • Students no longer have to sit in a classroom to learn and achieve goals • The next generation of teaching and learning models will provide students with more personalized paths to learning • Technology will facilitate these experiences, offering students direct access to learning content and opportunities to build their knowledge and skills, while simultaneously assessing performance, providing immediate feedback, and storing and tracking student data over time • Technology is not the end game; it serves as a means to enable this vision of innovation in education Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

8. Technology Today’s education is not located just in a building or in a traditional classroom. Rich multi-media, social interaction and evolving technology are morphing into a new age of the ‘evolving classroom.’ Creating confidence in this connected world is more important than ever.” – Ronald D. Partridge, Sr. Director, Public Sector, Symantec Corp. “Advanced Technology allows instructors to develop engaging multi-modal courses and create lively online social experiences.” -- Converge Special Report, Vol 2, Issue 4 Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

9. Technology The Evolving Classroom • Student-Centric Learning • Technology changed the traditional classroom dynamic by putting the student and his or her individual needs ahead of the class • In the traditional classroom, students are receivers of information provided by textbooks and teachers who lecture from the front of the classroom • Everyone proceeds at the same pace Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

10. Technology • Whether the student is on campus or online—the student’s learning needs are factored into an individualized learning program • Curriculum can be mastered based on what the student needs to learn • They participate and engage in social learning experiences • Technology helps students in basic reading, writing and math get it better and faster • They can spend more time learning higher levels of comprehension • They can communicate and learn in multiple ways and choose methods that fit them Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

11. Technology The Evolving Classroom • That, in turn, builds • Self confidence • Self-esteem • Pride And leads to success. Success Builds Success! Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

12. Jobs of the future Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

13. Jobs of the Future California’s Workforce Challenges • Demographic Changes in the labor market: • California will need to replace 1.4 million baby boomers with higher education in the next 10-15 years • Baby boomers are better educated than the workers replacing them • Percentage of Californians Who have Associates Degrees or Higher: • Ages 45-64: 40.6%--14th among states • Ages 35-44: 38.7%--25th among states • Ages 25-34: 35.4%--29th among states Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

14. Jobs of the Future: There are exponential differences. Unemployment is more than triple for people who are high school dropouts as for those with an AA degree. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

15. Jobs of the Future Changing traditional degrees to fit “new” jobs The Most In-Demand Jobs of 2020 • Precision Toolmaker • Genetic Counselor • Elder Care Worker • Patent Lawyer • Cyber Security Specialist • Vertical Farmer • Statistician • Underwater Welder • Sustainability Professional Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

16. Jobs of the Future Where will these jobs come from? • New job creation • Worker retirements • New Industries • Global competition • Things we don’t know about yet Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

17. Jobs of the Future What is it that businesses are really looking for today? • Leadership • In entry-level positions, most employers look for evidence of leadership qualities-someone who recognizes what needs to be done and is willing to do it • Successful companies need self-starters who are not afraid to take responsibility for doing the best job possible • We need to challenge our students and help them learn how they can guide and direct others to attain recognized objectives Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

18. Jobs of the Future What is it that businesses are really looking for today? (cont’d) • Employers also want students who exhibit multicultural sensitivity and awareness • There is possibly no bigger issue in the workplace than diversity, and job-seekers must demonstrate a sensitivity and awareness to other people and cultures • But, most of all, employers want students who can read, write, analyze and compute—think and act as effective members of the team and are confident, capable learners Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

19. Achievement gap Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

20. Achievement Gap The Challenge • Persistence of the forgotten half • A more demanding labor market • Widening skill and opportunity gaps • Setting the right targets Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

21. Achievement Gap The Persistence of the Forgotten Half--Our Goal is to: • Prepare people to lead productive and prosperous lives • Prepare young people with a solid foundation of listening, numeracy, and thinking skills for responsible citizenship, career development and lifelong learning Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

22. Achievement Gap • We have slipped in our competiveness • By middle of the 19th century the U.S. had the most educated youth in the world • At the turn of the 20th century-just as Europe was moving ahead, the rapid speed of the U.S. moved us ahead. By 1940, the typical 18 year old had a high school diploma-up 9% from 1910 • After WWII-the G.I. Bill helped us move ahead and usher in a huge expansion of higher education Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

23. Achievement Gap • The members of the U.S. Baby Boomer generation far surpassed their counterparts in education attained • The surge in education attained laid the foundation for the staggering increase in wealth & power that came to be known as the American Century • By 2000, per capita increase, adjusted for inflation, was 5-6 times as large as it had been in 1900 Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

24. Achievement Gap • Yet, as we enter the 21st century –there are troubling signs • The U.S. is now failing to meet its obligation to prepare millions of young adults • Education has never been more important • The U.S. has fallen far behind, from 1st place to 13th place in high school graduation • Now, there is evidence of a “skills gap” in which many young adults lack the skills and work ethic needed for many jobs that pay a middle class wage • At the same time, there has been a dramatic decline in the ability of adolescents and young adults to find work (lowest level since WWII) Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

25. 1988—Wm. T Grant Foundation • A high school diploma was a passport to the American Dream for millions of Americans • 1973- 1/3 of nation’s 91 million people were high school dropouts • Another 40% had not progressed beyond a high school degree • People with a high school education or less made up 72% of the nation’s workforce Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

26. By 2007, the picture had changed beyond recognition • While the workforce had exploded 70%, the 154 million workers, those with a high school education or less, had shrunk to just 41% of the workforce • The total number of jobs had grown by 63 million—the number of jobs held by people with no post-secondary education had decreased Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

27. Now workers with at least some college have ballooned to over 58% of the work force – from just 28% in 1973 Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

28. The Message is Clear • In 21st Century America education beyond high school is the passport to the American Dream Yet, the gap is increasing Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

29. Achievement Gap Increase in Number of Un- and Underprepared Students • In the CCCs, 70 to 90 percent of first-time students who take an assessment test require remediation in English, math, or both. • In 2010, 79 percent of California’s 11th grade students who took the Early Assessment Program (EAP) college readiness test did not test “college ready.” • The California High School Exit Exam (CAHSEE) mea­sures English and mathematics skills that are far be­low the standards adopted for 11th and 12th grade curriculum. Thus, many students have been led to believe that they are ready to graduate and proceed on to colleges without actually having met grade-level standards. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

30. College Level Readiness of Incoming Students -- College of the Canyons Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

31. Achievement Gap The Challenge- • Placement test results and subsequent enrollment in English and math for first-time freshmen in Fall 2010 • Many first-time freshmen do not enroll in English or math courses during their first semester. While the trend is the same as in prior years, the recent reduction in sections coupled with first-time students being among the last to register may restrict access to English and math courses. • This especially is of concern given the analysis that the vast majority of students place into remedial courses, reflecting skill levels below the college level. Since language and mathematics skills are important in many other disciplines, the lack of preparation impacts students’ ability to perform well in other courses at the College. (Source: UST and USX referential files and MIS placement test file) Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

32. DECLINE of manufacturing Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

33. Decline of Manufacturing • Brain drain • Underprepared students • Lack of technical training • Lack of preparedness for students to compete in math & science Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

34. Decline of Manufacturing Talent Drain • The number of foreign students attending American colleges hit an all-time high in 2011: 723,277 • A greater number of slots continue to be taken by foreign students who take the knowledge they have gained in our colleges back to their countries • This leaves the U.S. with an ever-growing number of underprepared and undereducated population making less competitive in the global market place • Because our upcoming workforce is less trained in the highly technical manufacturing and jobs of the future, American companies are choosing to relocate overseas not just because of the low rates of labor but because of the high rate of advanced education http://www-cgi.cnn.com/video/#/video/us/2010/10/29/gps.gerstner.us.workers.cnn Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

35. Decline of Manufacturing • Asia 64% • Europe 12% • Latin America 9% • Africa 5% • Middle East 6% • North America 4% • Oceania 1% • Total Students 723,277 Source: Institute of International Education. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

36. Decline of Manufacturing • Very few foreign students would like to stay in the U.S. permanently—less than 50 percent!—according to a 2008 study conducted by Duke University professor and Harvard researcher, VivekWadhwa • Chinese students, in particular, strongly feel the best employment prospects lie in their home country—52 percent said their home country has the best job opportunities versus 32 percent of Indian respondents and 26 percent of European respondents. • More respondents are more optimistic about their home country’s economic future than the Unites States’. Only 7 percent of Chinese students, 9 percent of European students, and 25 percent of Indian students stated they believe the best days of the U.S. economy lie ahead. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

37. Decline of Manufacturing The result? Reverse brain drain is underway! • People are taking their educations here, but: • Now only 10% of Chinese students want to stay here. • Growing R & D are developing and drawing students here. • Long established immigrants who have lived here are going home leading new developments (quality and quantity) overtake us. • Those folks are taking what they learned and are/will be competing with us. Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

38. Funding & Policy Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

39. Funding & Policy Proposed Cuts to Community Colleges • While Governor Brown’s plan calls for a slight increase in base funding to alleviate some of the funding deferrals enacted in recent years, it presupposes California voters will approve statewide tax increases placed on the November ballot • Without the increased revenue from taxes, community colleges would again be subjected to automatic mid-year cuts. The proposed cuts total $482.3 million Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

40. Funding & Policy, Cont’d The Potential Impact of Continued Cuts • If community college spending is reduced again in 2012-13, it would mark the third time in four years that California has chosen to disinvest in higher education • Between 2009 and now, California Community Colleges have been cut by a total of $1 billion • At COC, our share has been $10.6 million • Another round of cuts in 2012-13 will mean a drop in revenue of the $3.5 million for COC. Another cut of this magnitude will directly impact our ability to meet student needs at a time of surging enrollment Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

41. Funding & Policy, Cont’d What it Means for Our Students • Put in more concrete terms, $10.6 million equals 2,322 full-time equivalent students (FTES) or 774 course sections each capable of serving 30 students • These courses are needed now more than ever as our students seek affordable options to retrain for new careers, or compete the classes they need to transfer • In the last 3 years, we have seen a 28 percent increase in the number of new students applying to COC, yet we are turning away thousands of students Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

42. Funding & Policy, Cont’d What it Means for Our Students • While 63 percent of COC students were to get classes in Fall 2008, that percentage declined to 42.5 percent in Fall 2011 • Of the new students who applied to COC in Fall 2011, 5,650 were not able to register for any classes Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

43. Funding & Policy, Cont’d What it Means for Our Students • The college had 10,024 waitlisted student enrollments in Fall 2011 • This represents almost 22 percent of the total enrollment • In other words, we would have to increase the number of sections we offer by more than 20 percent to meet the needs of those on our waitlists! Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

44. Funding & Policy, Cont’d Student Success Task Force Recommendations • Adopt system-wide enrollment priorities reflecting core mission of community colleges • Require students to begin addressing Basic Skills deficiencies in their first year • Support the development of alternatives to traditional basic skills curriculum • Direct professional development resources toward improving basic skills instruction and support services • Set local student success goals, consistent with statewide goals and monitor progress • Implement a student success score card • Develop and support a longitudinal student record system • Encourage categorical program streamlining and cooperation Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

45. How can we as educators inspire our students now, and help them understand the importance of lifelong learning? Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

46. The 12 Year Put-Down Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

47. You Can • Help them confront reality – see the big picture • Implement new models • Help them develop a growth mindset • Help them to stop caring about things that don’t matter Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

48. Confront Reality: Barriers to College • Used to be: • Lack of financial aid • Availability of child care • Distance to college • GPA • Now: • Not being prepared to succeed • Not enough transfer slots • Not enough seats at the Community College level • Lack of ability (for some) to start new programs due to the lack of facilities and equipment Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

49. Confront Reality: Why are students underprepared to succeed? • America’s high schools are obsolete • Do not teach kids what they need to know • Do not have the latest equipment • Do not meet the needs of the 21st century • As a result, the U.S. has one of the highest drop-out rates in the industrialized world • Only half who enter high school go on to post-secondary education or training • Most jobs that allow a person to support a family require post-secondary education or training • Only ½ of all students who enter high school today will get a job that enables them to support a family • Without college, they will earn $25,000 a year (for a family of 5, that’s the poverty line) Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012

50. Confront Reality: What Happens to Those Who Drop Out? • Only 40% have jobs • They are 4 times more likely to be arrested • They are more likely to have children in their teens • One in four turn to welfare or government assistance Dr. Dianne Van Hook, FLEX Workshop Feb. 2, 2012