Moving from “Just a Project” to “Sustainability”

1. Moving from “Just a Project” to “Sustainability” CCTI Summit - Denver March 2, 2008 Kathleen M. Beauman Director, Business Education Partnerships Anne Arundel Community College

2. Moving to Sustainability • Why do great projects that are grant-funded go away on our campuses? • Loss of funding • Loss of dedicated staff • Not integrated into the system • Lack of support by leadership • Few people know about it

3. Moving to Sustainability • CCTI colleges having great results • Commitment to look at sustainability strategies • Convened in St. Louis • Reviewed applicability of Dr. Furco’s service learning assessment tool

4. Self-Assessment Rubric for the Institutionalization of Service-Learning inHigher Education Andrew Furco University of California, Berkeley

5. 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.

6. Stage 1 Critical 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.

7. 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.

8. 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.

9. 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.

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

11. 5 Dimensions • Philosophy and Mission of CCTI • Faculty Support for and Involvement in CCTI • Student Support for and Involvement in CCTI • Community Participation and Partnerships • Institutional Support for CCTI Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

12. Philosophy and Mission of CCTI • Definition of CCTI • 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.

13. Faculty Support for and Involvement in CCTI • 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.

14. Institutional Support for CCTI • 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.

15. 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.

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

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

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

19. 2015@AACC.qual.edu • Goal 1.0 Focus on Learning • Strategy 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

20. 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

21. 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

22. K-12 Transitions Learning Design Team • 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)

23. K-12 Transitions Learning Design Team • Participants include: • Learner Support Services: academic advising, records and registration, financial aid, enrollment development, testing and tutoring • Planning, Search and Institutional Assessment

24. K-12 Transitions Learning Design Team • Learning: honors program, kids in college, Tech Prep, CCTI, STEM, entrepreneurial studies, English, mathematics, teacher education • Learning Resources Management: grants development, public relations and marketing, development office

25. K-12 Transitions Learning Design Team • Chaired by director of TEACH Institute • Reports to Vice President for Learner Support Services and Vice President for Learning • Convened July 1, 2007 • Monthly discussions

26. News Ways of Doing Business • College-wide STEM initiative underway • Incorporated CCTI best practices • Articulated program pathways, transition advisors, parent and student outreach

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

28. Faculty Awareness • Theme of Fall 2005 Faculty Orientation was CCTI - speaker focused on this as a national issue • On-going briefings to deans, departments, faculty (AACC and AACPS) • Building on Teacher Education Project, expanded program pathways including 4-year college/university articulation agreements

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

30. Faculty Incentives and Rewards • Flexible job descriptions • Partnership work is encouraged and recognized in promotion and tenure process • Involvement in AACPS Signature and Magnet program restructuring

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

32. Faculty Involvement and Support • Serve on advisory committees, work teams • Conduct professional development opportunities for AACPS staff and faculty • Assisted in the creation of 90+ credit articulated program pathways beginning at the secondary level into AACC • Started development of non-credit/workforce development program pathways

39. Non-Credit/Workforce Development Pathways • A+ Certification • Court Reporting • Dental Assisting • Truck Driving • Veterinary Assisting

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

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

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

43. Direct Reports, Division for Learning

44. College and Career Transition InitiativeAnne Arundel Community CollegeProject Staffing

45. College and Career Transition InitiativeAnne Arundel Community CollegeProject Staffing • Future • 3 transition advisors (STEM) • New category of employee developed • Extremely effective in successful transition

46. Where to Start? • Learn from your colleagues • Convene work team • Walk through rubric, discuss, score • Identify priorities • Develop a plan • Institute, evaluate, and revisit

47. Kathleen M. BeaumanAnne Arundel Community College(410) 777-2777kmbeauman@aacc.eduTHANKS!