WELCOME President’s Advisory Committee INAM Conference Harper College

1. WELCOME President’s Advisory CommitteeINAM ConferenceHarper College June, 2014

2. INAM College Presidents

3. Earn & Learn Model

4. Grant Strategy Flowchart

5. 5 Core Elements for allTAACCCT Projects • Use of Evidence in Program Design • Stacked and Latticed Credentials • Online and Technology-Enabled Learning • Transferability and Articulation • Strategic Alignment

6. Consortium Members Roles & Responsibilities • Curriculum Development • Training Materials • Advisory Assistance • In-kind Resources • Recruitment of Trainees • Certification/Degrees/Accreditation • Job Placement Assistance

7. 9 Deliverables • Total of unique participants served (new students). • Total number of participants completing a TAACCCT-funded program of study. • Total number of participant still retained in their program of study or other TAACCCT-funded program. • Total number of participants completing credit hours. • Total number of credentials awarded. • Total number of participants enrolled in further education after TAACCCT-funded program of study completion. • Total number of participants employed after TAACCCT-funded program of study completion. • Total number of participants retained in employment after program of study completion. • Total number of those participants employed at enrollment who received a wage increase post-enrollment.

8. Priorities & Strategies

9. www.inam.net

10. Continuous Quality Improvement for INAM Strategies

11. Monthly Activity Report

12. Where do we get our data?

13. What we know about INAM so far… INAM Student Classification Entering Education Level

14. Budget Scorecard Snapshot

15. Projections from Colleges on DOL Deliverables

16. INAM Grant Consortium Unique Participants Year 1 & 2

17. Certificate Offerings by College Currently on INAM Website

18. Course Syllabi Criteria • Course Details (college, course name / number, credits, pre-requisites) • Contact information for faculty or department representative • Course Description • Textbook(s), required readings, videos, CDs or other teaching materials • Student Learning Objectives / Outcomes • Course Outline (weekly activities / topics covered) • Assessment / Evaluation / Measurement of student learning • Required DOL Statement (which was included for faculty)

19. Presentation by the Evaluator Team Paul T. Bucci, PhD, LLC

20. EVALUATION OF INAM Paul T. Bucci PhD, LLC; Westat, Inc.; and GEM Software Development, Inc. June 11, 2014

21. What We Have Done • Collected data on individual students • Entrance survey • Transcript and other college record data • Exit surveys • Conducted focus groups and interview • In October 2013 iNAM meeting • At seven colleges in spring 2014 • College of Lake County, Elgin, John Wood, Kishwaukee, Lincoln Land, McHenry, Richland • Conducted surveys • In October 2013 iNAM meeting • Student entrance and exit surveys (as noted above) • Wrote first annual report • Customized database • Provided technical and capacity-building assistance

22. What We Plan • Additional data collection • Additional rounds of existing data collections • Followup surveys of students • Wage data from IDES • Collection of data on comparison group • Additional analyses • Review by content experts • Program impact analysis • Additional reporting • Two additional annual formative evaluation reports • Final summative evaluation report

23. What We Can Tell You • It’s premature to look at outcome data. • We can report on the process • What has been done • How it is perceived • What obstacles have been encountered • What remains to be done

24. Enrollment Targets and Achievements *At DOL’s recommendation, iNAM devoted year 1 to program design. Source: iNAM database

25. Findings • There is neither a uniform iNAM experience nor a uniform program impact. • Some institutions have changed much more than others • Particularly those with new or initially small programs versus larger and established programs • In recent site visits to 7 colleges, 5 reported no changes in the characteristics of their student populations, while 2 colleges reported change (the changes included getting more high-risk students and getting older students). Source: Site visits

26. Buy-in • There is tremendous variation in the amount of buy-in. • Students often are unaware of iNAM. • Students seem to care because of the in-district tuition feature (and possibly for additional course-taking options). • Awareness of the consortium increases the credibility of the program, and makes it easier to recruit them to it. • Faculty vary in awareness • It may be the weakest programs that see the greatest value in collaboration. Source: Site visits

27. Targeting and Recruitment • The average age may be slightly higher than normal (31 vs. 29). • Few (3 percent) are TAA eligible. • Few (4 percent) are eligible Veterans. Source: iNAM database; N=899

28. Educational Plans • Both faculty and students are often unaware they exist. • Note: students’ course-taking patterns could be affected by the educational plans even if students are not aware they are getting something new. • Project directors had mixed views of ed plans • 4 saw benefits from counseling students • 1 saw little change from what the college was already doing • 1 felt the plan most helped students in multiple semesters • 1 described the plan as a tool to help students get out quickly • Educational Plan as a requirement to participate in iNAMprograms Source: Site visits

29. Purchasing • Many view equipment as a primary benefit of grant • Some were disappointed they couldn’t buy more because of confusion over the rules • Comprise close to half (47%) of iNAM expenditures overall as of March 17, 2014. • For 4 colleges, equipment is more than 75% of expenditures • For another 5 colleges, it is more than 60% of expenditures • For 6 colleges, it is less than 30% Source: Budget data; focus groups

30. Curriculum • There is a potential disconnect between for-credit and noncredit courses. • “Tweaking of courses” varies substantially in meaning. • Some report making no important changes to courses. • At the other extreme, it may include entirely new courses. • Project directors tended to have a more positive view than faculty did, particularly commenting on the value of new courses, the ability to earn certificates meeting national standards, and the advantages of students of getting more lab time Source: Site visits

31. Reasons Why Students Came to iNAM Source: iNAM database; N=890

32. Reasons Why Students Came to iNAM Source: iNAM database; N=890; Data as of 6-4-14

33. Reasons Why Students Left iNAM Source: iNAM database; N=214; Data as of 6-4-14

34. Student Course-Taking Source: iNAM database; Data as of 6-4-14

35. Student Activities and Supports • Participated in internship: 7 of 96 (7%) • Joint projects with businesses as classwork: 13 of 95 (14%) • Received financial aid: 54 of 89 (61%) • Received educational counseling: 47 of 84 (56%) • Received job placement: 23 of 79 (29%) • Received tutoring: 32 of 83 (39%) Source: Exit surveys; Data as of 6-4-14

36. Your Time to Ask Questions

37. Questions & Answers