Moving from “Just a Project” to “Sustainability”

1. Moving from “Just a Project” to “Sustainability” CCTI Summit 2006 Dr. Andrew L. Meyer Vice President for Learning Anne Arundel Community College

2. “. . .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)

3. “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)

4. “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)

5. “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)

6. “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)

7. 5 OUTCOMES FOR CCTI • Reduce the need for remediation • Increase enrollment and persistence • Improve academic and skill achievement • Increase the number of postsecondary degrees, certificates, and licensures • Improve entry into employment and/or further education

8. Progress on CCTI Objectives and Strategies at Anne Arundel Community College

9. 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.

10. 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.

11. 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.

12. Outcome #2: Increase enrollment and persistence • High schools offering the Academy of Teaching Professions program has grown from 4 to 9.

13. 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).

14. 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.

15. 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.

16. 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.

17. 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.

18. Outcome #3: Improve academic and skill achievement 4-year College or University AAT degrees AAS, Early Childhood Development Academy of Teaching Professions Teaching Paraprofessional Certificate Special Ed Support Certificate

19. Outcome #4: Increase the number of degrees, certificates, and licensures • AATs • Early Childhood Education • Elementary • Secondary • Math • Spanish • Chemistry • Physics

20. Outcome #4: Increase the number of degrees, certificates, and licensures • Certificates • Teaching Paraprofessional • Child Care • Special Education Support • Emotional Disturbance • Autism Spectrum Disorders • Speech and Language • Preschool/Early Childhood • Mental Retardation • Learning Disabled • Behavior Support

21. 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 County • Program development responsive to employer needs

22. CCTI and Its Implications at Anne Arundel Community College • Improve the CCTI model in the current career cluster: Education and Training

23. CCTI and Its Implications at Anne Arundel Community College • Expand to relevant career clusters already within CCTI project • Information Technology • Academy of Information Technology • Science, Technology, Engineering and Mathematics • Project Lead the Way

24. CCTI and Its Implications at Anne Arundel Community College • Add relevant career areas to CCTI model • Architecture and Construction • Finance • Hospitality and Tourism

25. Self-Assessment Rubric for the Institutionalization of Service-Learningin Higher Education Andrew Furco University of California, Berkeley

26. 5 Dimensions • Philosophy and Mission of Service-Learning • Faculty Support for and Involvement in Service-Learning • Student Support for and Involvement in Service-Learning • Community Participation and Partnerships • Institutional Support for Service-Learning Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

27. Philosophy and Mission of Service-Learning • Definition of Service-Learning • Strategic Planning • Alignment with Institutional Mission • Alignment with Educational Reform Effort Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

28. Faculty Support for and Involvement in Service-Learning • Faculty Awareness • Faculty Involvement and Support • Faculty Leadership • Faculty Incentives and Rewards Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

29. Student Support for and Involvement in Service-Learning • Student Awareness • Student Opportunities • Student Leadership • Student Incentives and Rewards Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

30. Community Participation and Partnerships • Community Partner Awareness • Mutual Understanding • Community Agency Leadership and Voice Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

31. Institutional Support for Service-Learning • Coordinating Entity • Policy-making Entity • Staffing • Funding • Administrative Support • Evaluation and Assessment Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

32. Stage 1Critical Mass Building Stage 2 Quality Building Stage 3 Sustained Institutionalization Three Stages of Institutionalization Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

33. 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.

34. Stage 2: Quality Building • College becomes focused on ensuring the development of “quality” activities related to the initiative • Quality is more important than quantity Furco, Andrew.Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

35. 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.

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

37. 5 Dimensions • Philosophy and Mission of CCT • Faculty Support for and Involvement in CCT • Student Support for and Involvement in CCT • Community Participation and Partnerships • Institutional Support for CCT Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

38. Philosophy and Mission of College and Career Transitions • Definition of CCT • Strategic Planning • Alignment with Institutional Mission • Alignment 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.

39. Faculty Support for and Involvement in College and Career Transitions • Faculty Awareness • Faculty Involvement and Support • Faculty Leadership • Faculty Incentives and Rewards Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

40. Institutional Support for College and Career Transitions • Coordinating Entity • Policy-making Entity • Staffing • Funding • Administrative Support • Evaluation and Assessment Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

41. 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

42. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

43. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

44. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

45. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

46. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

47. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

48. Dimension V: Institutional Support for College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

49. Dimension V: Institutional Support for College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

50. Dimension V: Institutional Support for College and Career Transitions (CCT) Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999