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International Conference Golden Sands, Bulgaria June 15-16, 2009

Recognition and Accreditation of Short-Cycle Higher Education Programs in Europe and the United States: Aligning Educational Systems. International Conference Golden Sands, Bulgaria June 15-16, 2009. Short-Cycle Higher Education.

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International Conference Golden Sands, Bulgaria June 15-16, 2009

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  1. Recognition and Accreditation ofShort-Cycle Higher Education Programsin Europe and the United States:Aligning Educational Systems International Conference Golden Sands, Bulgaria June 15-16, 2009 Short-Cycle Higher Education

  2. Building Bridges: Improving Interactions between Business and EducationWorkforce Development Programs at American Community Colleges: Identifying Effective Programs, and the Traits and Characteristics Shared by Effective Programs Dr. Dan de Vries University of Toledo June 15, 2009 Short-Cycle Higher Education

  3. presentation will cover:role of the American community college evolving role of community colleges in fostering workforce developmentsurvey of successful American community college workforce development programs discussion of unifying threads which underlie these effective programs Short-Cycle Higher Education

  4. Short-Cycle Higher Education

  5. ROLE OF THE AMERICAN COMMUNITY COLLEGE transfer to four-year (Bachelor degree granting) institutionbasic academic and learning skillsdevelopmental and remedial classescontinuing and lifelong learningvocational training and workforce development Short-Cycle Higher Education

  6. HOW CC ROLE HAS EVOLVED RELATIVELY RECENTLY: WORKFORCE DEVELOPMENT MORE IMPORTANT economic engine for ailing national economy cc is responsive to local and regional needs fast turn-around time to changes in economy good location for contract training/customized training flexible class schedules for busy employed adults Short-Cycle Higher Education

  7. SURVEY OF SUCCESSFUL AMERICAN COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS ~1100 community colleges in United Statesvast majority offer some form of workforce development programsuccessful programs distributed throughout USA: north, south, east, west, central among all demographic categories: urban, suburban, rural Short-Cycle Higher Education

  8. Short-Cycle Higher Education

  9. HOW SUCCESSFUL COMMUNITY COLLEGE PROGRAMS WERE IDENTIFIED:1. literature review of community college workforce development participants2. interviews with practitioners in the field3. review of general literature in the field, including journal articles, magazine articles, books, electronic articles and reports, databases, newspapers, and other sources Short-Cycle Higher Education

  10. 1. literature review of community college workforce development participantsAmerican Association of Community Colleges (AACC)Community College Research Center of Columbia University’s Teachers College National Science Foundation (NSF) The League for Innovation in the Community CollegeU.S. Department of Labor’s (DOL) Education and Training Administration (ETA)U.S. Department of Education (ED) Short-Cycle Higher Education

  11. The League for Innovation in the Community Collegeselect group of pioneering two-year schools that collaborates on new initiatives in education and trainingtwenty board member community colleges, including Sinclair Community College in Ohio Short-Cycle Higher Education

  12. The League for Innovation in the Community College hosts international conferences and institutesdevelops web resources: http://www.league.org conducts research and produces publicationsprovides organizational, networking, and contact services leads projects and initiatives with member colleges, corporate partners, and international agencies Short-Cycle Higher Education

  13. effect of significant direct government intervention is evident therefore, list of successful cc workforce development programs will be broken down into 2 groups: 1. cc workforce programs not directly associated with government grants 2. cc workforce programs principally funded by government grants Short-Cycle Higher Education

  14. workforce programs principally funded by government grants; federaldepartments, agencies, and grant programs include:Department of Labor’s (DOL) Education and Training Administration (ETA) Department of Education (ED) created new position, Deputy Assistant Secretary for Community CollegesWorkforce Investment Act (WIA) One-Stop Career Center System which is run by ETA Short-Cycle Higher Education

  15. workforce programs principally funded by government grants;federaldepartments, agencies, and grant programs include:Community-Based Job Training Grants (CBJTG) setup in ETA under President’s High Growth Job Training Initiative (PHGJTI)Workforce Innovation and Regional Economic Development (WIRED) grants setup in ETA, 1st, 2nd, and 3rd generation grantsStrategic Partnerships for a Competitive Workforce Initiative “Partnership Initiative,” jointly run by ED and DOL’s ETA Short-Cycle Higher Education

  16. workforce programs principally funded by government grants;federaldepartments, agencies, and grant programs include:Community College Workforce Partnership Network (CCWPN) run by League for Innovation in the Community College with assistance from ETA, www.workforce3one.com web site National Science Foundation’s (NSF) Advanced Technology Education program (ATE) National and Regional Centers of Excellence emphasis on two-year colleges, component of President Bush’s American Competitiveness Initiative state governments have also funded workforce dvlpmt. grants Short-Cycle Higher Education

  17. SUCCESFUL CC WORKFORCE DEVELOPMENT PROGRAMS NOT DIRECTLY ASSOCIATED WITH GOVERNMENT GRANTSCarl Sandburg College, IllinoisColumbus State Community College, OhioDallas County Community College District, Texas Hagerstown Community College, MarylandNorth Iowa Area Community College, Iowa Southeastern Community College, North Carolina Spartanburg Technical College, South CarolinaWhatcom Community College and Yakima Valley Community College, Washington Short-Cycle Higher Education

  18. SUCCESFUL CC WORKFORCE DEVELOPMENT PROGRAMS PRINCIPALLY FUNDED BY GOVERNMENT GRANTS Cabrillo Community College, CaliforniaCommunity College of Baltimore County, MarylandCommunity College of Southern Nevada, NevadaKirkwood Community College, IowaLenoir Community College, North CarolinaLinn-Benton Community College and Portland Community College, Oregon Milwaukee Area Technical College and Waukesha County Technical College, WisconsinOakland Community College, MichiganOnondaga Community College, New YorkPassaic County Community College, New JerseySinclair Community College, Ohio Wallace Community College, Alabama Short-Cycle Higher Education

  19. EXAMPLES OF SUCCESSFUL AMERICAN COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMSNOT FUNDED PRINCIPALLY BY GOVERNMENT GRANTS Short-Cycle Higher Education

  20. Center for Manufacturing Excellence (CME) is a collaborative venture between Carl Sandburg College in Illinois and Maytag-Galesburg Refrigeration. The CME houses: state-of-the-art manufacturing equipment customized training facilities state-of-the-art industrial diagnostic equipment Sandberg CC’s manufacturing certificate /degree programsCME was established in 1998 to address the Illinois region's anticipated labor shortage and Maytag's need for employees with advanced technology skills. Short-Cycle Higher Education

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  23. Short-Cycle Higher Education

  24. North Iowa Area Community College (NIACC) Pappajohn Business and Entrepreneurial CenterSince the inception of the Pappajohn Center in 1996, the principally agricultural northern region of Iowa has seen a dramatic rise in new jobs and new business openings (and NIACC has enjoyed increased enrollment). Short-Cycle Higher Education

  25. Short-Cycle Higher Education

  26. Short-Cycle Higher Education CUSTOMIZED WORKFORCE RECRUITMENT AND TRAINING SOLUTIONS: A short list of often used recruitment tools include: Job opening postings on IowaJobs and America’s Job Bank Application distribution/collecting Job description development Applicant screening Applicant testing services Interview scheduling Interview space In addition to finding and retaining quality employees, employee trainingis critical to the success and profitability of any business.

  27. Short-Cycle Higher Education Business Incubators On the farm, an incubator is a warm, protected place to put fertilized eggs so they can develop under the watchful eye of the farmer until they hatch. Likewise, the new business incubator on the NIACC campus is a nurturing environment where new businesses can develop and grow during those challenging first few years of existence.

  28. EXAMPLES OF SUCCESSFUL AMERICAN COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMSFUNDED PRINCIPALLY BY GOVERNMENT GRANTS Short-Cycle Higher Education

  29. Sinclair Community College, Dayton, OhioNational Center of Excellence for Manufacturing Education (NCME)National Science Foundation (NSF) funded starting in 1995, under Advanced Technological Education (ATE) program, as a National Center of Excellence(Sinclair CC is also a founding member of The League for Innovation in the Community College) Short-Cycle Higher Education

  30. Short-Cycle Higher Education SINCLAIR COMMUNITY COLLEGE

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  32. Short-Cycle Higher Education

  33. Community College of Baltimore County (CCBC), MarylandPresident's Community-Based Job Training Grants (CBJTG) from U.S. Dept. of Labor’s (DOL) Education and Training Administration (ETA)The 2007 CBJTG grant serves as a catalyst to educate an increased number of students and to provide upward mobility for incumbent health care employees in 3 high-growth/high-demand fields: medical laboratory dental nursing Short-Cycle Higher Education

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  37. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS9 shared traits and characteristics were identified byanalysis of recognized successful community college workforce development programs, in combination with literature review and personal interviews with practitioners in the field Short-Cycle Higher Education

  38. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #1recognizing the existence of a need in the community such as an economic recession, or an opportunity which calls for a collaborative response, such as the need for a healthcare specialty in a hard-to-reach rural areacommunity colleges must be responsive to local needs and concerns Short-Cycle Higher Education

  39. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #2setting up a partnership which emphasizes shared mission and goals, and which capitalizes on the strengths which arise out of the diverse nature of the elements of the partnershipcollaborations can flourish by capitalizing on their inherent diversity, rather than concealing or ignoring it Short-Cycle Higher Education

  40. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #3ensuring that all partners to the collaboration receive substantial value and benefit from their participation, including economic and political rewardssuccessful partnerships sustain themselves only if all of the collaborators share in all of the varied rewards which accompany success Short-Cycle Higher Education

  41. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #4having a strong, visionary, and resourceful leadership team (in the community college and in the business partners), particularly at the very top where the leader’s vision and insight are used to build a strong team with a shared visiona solid senior management team is critical to effective workforce development partnerships Short-Cycle Higher Education

  42. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #5establishing shared governance and accountability as solid cornerstones of partnership operation and management on both a day-to-day and long-term basisparticipating on equal footing enables the collaboration to function well Short-Cycle Higher Education

  43. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #6maintaining up-to-date curricula and teaching faculty for high-tech workforce development courses, as new information and methods evolvetypical current workforce development endeavors focus on high-demand, high-tech disciplines, where the content, infrastructure, and techniques are constantly changing as new discoveries are made Short-Cycle Higher Education

  44. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #7sustaining flexibility in course offerings, both in their timing and duration, in order to accommodate the needs and schedules of selective, busy adultshigher education must be responsive to the needs of its clientele, who often have demanding and changing schedules Short-Cycle Higher Education

  45. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #8setting up a technology center which integrates the community college’s vocational curricula with the training needs of the private sectorputting all of the multiple high-tech facilities under one roof is a proven method of improving efficiency and productivity Short-Cycle Higher Education

  46. SHARED TRAITS AMONG SUCCESSFUL COMMUNITY COLLEGE WORKFORCE DEVELOPMENT PROGRAMS trait #9providing academic scholarships directly from local businesses to studentskeeping a close link between local industry and students is a key component of effective workforce development efforts Short-Cycle Higher Education

  47. CONCLUSIONsuccessful community college workforce development programs require: robust, capable, and flexible leadership well-founded and nurtured trust among partners constant, open, and forthright communication clear understanding of the roles and responsibilities of each partner commitment to a mutually developed goal or mission good resources, flexibility, and organization the need for such collaborative endeavors is expanding Short-Cycle Higher Education

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