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Academia: Proof Alterative Realities Exist A guide to working with community colleges

Academia: Proof Alterative Realities Exist A guide to working with community colleges. Richard ‘Doc’ Knaub Project Leader Deployment and Market Transformation Center 303-275-3261 Richard.Knaub@nrel.gov Get Into Energy Career Pathways –Opening Doors to New Opportunities CEWD 2011 Summit

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Academia: Proof Alterative Realities Exist A guide to working with community colleges

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  1. Academia: Proof Alterative Realities ExistA guide to working with community colleges Richard ‘Doc’ Knaub Project Leader Deployment and Market Transformation Center 303-275-3261 Richard.Knaub@nrel.gov Get Into Energy Career Pathways –Opening Doors to New Opportunities CEWD 2011 Summit Alexandria, VA November 7-9, 2011

  2. Four Year Colleges and Universities • Have • an education mandate • Note “education” is defined vaguely and has something to do with self improvement and is not generally connected to job readiness

  3. Community and Technical Colleges • Have • An economic development mandate • A workforce development mandate • A placement mandate • A system that allows for more rapid development and deployment of programs

  4. Community Colleges Profit Loss Understood Measured in student enrollment Number of sections Number of students/section Results in Loss of budget Loss of faculty Loss in space Elimination of program • No reference point • Success is measured in: • Graduation rates • Placement rates

  5. Disconnect #1 Profit Loss Understood Measured in student enrollment Number of sections Number of students/section Results in Loss of budget Loss of faculty Loss in space Elimination of program • No reference point • Success is measured in: • Graduation rates • Placement rates Metrics for success and failure are not in the same units. A program can have low placement rates but if enrollment stays high the program is not considered a loss. Maybe not a success, but not a failure

  6. Lesson • Don’t expect community colleges to operate like a business • Decisions are not made according to traditional business models

  7. Structure Business Community Colleges VP of Academics

  8. Faculty are Independent A Successful Dean or Vice President An Unsuccessful Dean or Vice President

  9. How an Academic Program is Initiated: • Faculty member writes an academic proposal, including: • Present demand • Job outlook • Salaries • Similar programs from other schools • Existing courses used in program • New courses for program • Resources needed for the new program • Proposal goes to academic counsel for review • Voted on by senior faculty • Processed by the VP of Academics’ Office • Sent to State for approval

  10. Bottom Up Process Right Way to Initiate a Program Wrong way to Initiate a Program Talk to the leadership Outline the industry needs Expect the leadership to drive program creation • Talk to the faculty member who will run the program • Outline the industry needs • Outline the support available • Funding • Equipment • Adjunct Instructors • Internships • Placements

  11. Disconnect #2 Right Way to Initiate a Program Wrong way to Initiate a Program Talk to the leadership Outline the industry needs Expect the leadership to drive program creation • Talk to the faculty member who will run the program • Outline the industry needs • Outline the support available • Funding • Equipment • Adjunct Instructors • Internships • Placements Contrary to what they might say, academic administrators typically have little control over what is taught for credit on a their own campus.

  12. Lessons • Decisions are not made according to traditional business models because the organization and the metrics are different. • Academic change is driven from the bottom up not from the top down, if you want a program created or changed, talk with the faculty.

  13. How to Think About a Training Program • It’s a custom build request • Expect to purchase the product when it is delivered • Or don’t be surprised if they won’t work with you in the future • Talk to the designer or the engineer • Not the CEO or the VP of Sales • Get involved in the design • Define the specifications • Get involved in the process • Sample the product through out production • Identify the factory seconds before they ship

  14. A suggested process • Decide the scope of the need • There is a minimum and maximum program size • Placement is important to the college so balance placement with program size • Decide what resources are available to support the college • These resources support your training program • If the college doesn’t have the resources the training will suffer • Propose a working relationship to a FACULTY member • Agree to recruit from the program • Placement is a measure of program success • Agree to recruit for the program • Enrollment is another measure of success • Offer a Memorandum of Understanding • It formalized the custom built agreement

  15. Conclusions

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