Innovative Models for Effective Collaboration between Universities and Community Colleges

1. Innovative Models for Effective Collaboration between Universities and Community Colleges Presented by: Hesham Ali Department of Computer Science College of Information Science & Technology University of Nebraska at Omaha Michele O’Connor Educational Services Math, Science and Health Careers Metropolitan Community College

2. Objectives For This Session • Motivate audience to increase level of collaboration • Identify advantages and challenges of collaboration • Present different collaborative models along with working examples from UNO – MCC partnership • Discuss features of different models to choose best-fit model for given circumstances

3. What is Collaboration? • Dictionary definition: “To work together, especially in a joint intellectual effort.”1. • Joining together efforts for a mutual goal • Mutually beneficial and mutually respectful • a win-win situation • Two levels of collaboration • Simple Models – one activity at a time • Complex Models – multiple activities with common goal and objectives 1.Dictionary.com,<http://dictionary.reference.com/search?q=collaboration>; accessed 1 April, 2005.

4. Why the Need for Collaboration? • Institutions have to do more with less • New initiatives are necessary for healthy growth • Institutions operate in competitive environments and have need for allies • Greater chance of acquiring funding with collaborative efforts • Different perspectives from collaboration are more likely to lead to innovations

5. Benefits Of Effective Collaboration • Enhance opportunities for students and faculty at both institutions • Increased interaction between faculty leads to greater degree of creativity • Better preparation for students to transition from community college to university • Complimentary goals with minor conflicts • Maximizes strengths and increases resources at both institutions • Encourages faculty to work collaboratively with colleagues outside of their institution • Breaks down misperceptions that may exist between the two institutions as a result of enhanced communication

6. Challenges Of Collaboration • Different cultures at the university and the community college • From student perspective • From administrative/faculty perspective • Lack of sufficient funding for implementing collaborative activities • Finding time and willing participants • “Breaking down the walls” • Outcome difficult to quantify sometimes • Results not always seen immediately

7. Taking A Strategic Approach • Many models of collaboration exist each with its benefits and challenges • Perfect model may not be attainable in one step; may have to be implemented in stages • Not all activities require significant funding • Can build upon existing structure and grow gradually • Identify appropriate model for current circumstances and strategic goals

8. Models for Collaboration • Simple models • Complex models

9. Simple Models • Comprised of one or few related activities • Easier to implement • May not require additional or special funding • Leads to expansion of new opportunities for growth at both institutions

10. Simple Model 1: Articulation At The Course Level • First step towards larger scale articulation • Increases a student’s ability to transfer effectively between institutions • Requires and encourages collaboration and communication between faculty and academic departments at both institutions

11. Simple Model 2: Articulation At The Program Level • More challenging to implement • Requires higher level of coordination • More people involved to accomplish • A to B – getting Associates Degree then Bachelors • MCC crafted previous general education coursework to create six new degree options designed to meet degree requirements at UNO Pre-Biology Pre-Chemistry Pre-Biotechnology Pre-Mathematics Pre-Physics Pre-Bioinformatics

12. Articulation At The Program Level, cont. • Allows students to transition from community college to university with sense of completion and accomplishment • Complementing versus competing course scheduling

13. Simple Model 3: Professional Certification • Community colleges are often better prepared for providing training programs • University labs often have more advanced labs • Example: Cisco certification for UNO and MCC students • lab is located at UNO • course instruction provided by an MCC certified instructor • Students from both institutes take the training: MCC students take it as an MCC course while UNO students take it as a lab component of an existing course

14. Other Examples of Simple Models • Shared funding of Graduate Teaching Assistants (GTA’s) • Mentoring programs for students and faculty • Coordinated advising • Shared resources

15. Complex Models • A number of activities bundled together to achieve a common goal with a set of specific objectives • Require external funding; funding at state, foundation, or federal level • Number of awards are increasing and becoming more accessible • Require even higher degree of coordination, planning and implementation at various levels

16. Complex Model 1: TELCEDS • Technology Enhanced, Learner-Centered Student Delivery Systems • State funded grant 1999-2003 to facilitate sharing resources and provide a smooth transition from MCC to UNO • Develop several articulated online courses at the sophomore and junior level and make them available to all CC students • Joint seminars for students and faculty • Online real-time advising • Utilize joint resources to provide students at both institutes certification opportunities

17. Complex Model 2: NSF STEP • “UNO and MCC STEPping Together” • Awarded in May, 2004 with one singular purpose: To recruit, retain and increase the number of students pursing and obtaining STEM degrees by strengthening the collaboration between UNO and MCC. • The grant supports expansion and adaptation of currently successful activities within and between the two institutions as well as the implementation of new activities.

18. A New Dance…the 5-STEP • Develop agreements for the articulation of complete programs of study • Attract and retain students through the use of scholarships, particularly under-represented and non-traditional students • Improve the quality and access to experimental education opportunities and student support services • Expand diversity and incorporate new STEM degree/certificate options • Increase outreach and recruitment acuities

19. Scholarships • One option offered to under-represented students entering UNO as new freshman • Another option offered to Adult Learners, students transferring into UNO declaring a STEM degree option • A third option offered at MCC to cover the last 30 hours of completion of an Associate degree • A fourth option called “Bridge Scholarship” offered to MCC STEM graduates who continue their education at UNO in pursuit of a 4-year STEM degree.

20. Experiential Education Opportunities and Student Support Services • Early undergraduate research opportunities at UNO • Career exploration opportunities of STEM areas at MCC • Student mentoring programs • linking STEM students with internal and external professionals • Math and science center tutoring and remediation at both institutions

21. Recruitment and Outreach • New STEM discipline outreach coordinator to coordinate efforts for both MCC and UNO • Centralizes creation of all promotional materials • Assists with coordination of joint activities between the two institutions • The “go to” person for both institutions

22. Small Group Activity • Share examples of collaborative activities between community college and universities currently in place at your institutions? Do they follow any of the discussed models or follow a different model? • How to select the proper collaboration model(s) to implement?

23. Criteria for Choosing the Proper collaboration Model(s)? • Key parameters: • The current resources • The overall environment • The expected demand • The discipline(s) involved • How does it fit with the strategic plans of your unit and your school

24. Summary • Collaboration can be wonderful but difficult • Takes coordination, accommodation, and compromise • Desire may arise from external motives - e.g. funding and need for resources • Desire may also come from internal motives - e.g. vision of administration or faculty and then funding is sought • Advanced collaboration: adopting a common assessment program that includes objectives of courses and programs (AQIP-driven approach)