The Community College EDU 665

1. The Community CollegeEDU 665 Weekend 1 presentation Central Michigan University Humber College Centre

2. Philosophical – Educational Models 1900 – 2000 • Trends and stages 1900 –2000 • The Production Model • The Humanistic Model • The Intervention Model • The Learning Revolution • Practices, Summary of Trends Discussion – Where Are You?

3. Trends – US - 1900 -2000 * greatest impact on CAATs at start up ** Model experienced by CAAT staff

4. The Production Model Institutes of Technology --> Comprehensive Colleges Faculty Administration Maintenance Training Training Maintenance Maintenance Student Services Educational Services

5. Production Model • emphasis on tradition, control • Ivory Tower syndrome • concerned with standards • all are viewed as service (students) except teachers • academic (training as sacred) – total development takes place in classroom • want to work with best class – students who will make it without us

6. The Humanistic Model Thrust of the Humanistic Model Faculty Administration Development Development Training Development Development Student Services Educational Services

7. Humanistic Model • concerned with human development, potential • use every resource in institution as a contributor to development – para-professionals • use total expertise and energy • commitment to affective and cognitive learning • emphasis on flexibility – meet the student where he/she is at • concerned with Student, Staff and Community Development

8. Outcomes of Student Development Programs Production Model • Intellectual understanding • Skill competencies Humanistic Model • Socially responsive behaviour • Flexibility and creativity • Awareness of self and others • Acceptance of self and others

9. Outcomes of Student Development Programs cont’d Humanistic Model • Courage to explore and experiment • Openness to experiment • Efficient and effective ability to learn • Ability to respond positively to change • A useful value system, and … • A satisfying life style

10. The Intervention Model Quality Instruction Technical Para-professionals Intervention Model faculty support Student services administration Prescriptive Systems Development & Evaluation

11. Intervention Model • Emphasis on quality, evaluation – quality monitoring - KPIs • Assessment is important • Prescription for student success • Early warning systems - FITs • Prescriptive interventions • Outcome-oriented to meeting student profiles • Predictive criteria • Productivity conscious • Part of quality reformation

12. An Emerging Model for the New Millenium – 2000+ • Place Learner first • Learner centered • Learning centered • Learning Communities • Learning Organizations (Senge) • The Learning College (Barr, Tagg, O’Banion) • Assessment & measurement essential • Transformation Strategies

13. Emerging Model The Learning College The learning college is based on 6 principles • The learning college creates substantive change in individual learners. • The learning college engages learners in the learning process as full partners, assuming primary responsibility for their own choices. • The learning college creates and offers as many options for learning as possible.

14. Emerging Model The Learning College cont’d The learning college is based on 6 principles • The learning college assists learners to form and participate in collaborative learning activities. • The learning college defines the roles of learning facilitators by the needs of the learners. • The learning college and its learning facilitators succeed only when improved and expanded learning can be documented for its learners.

15. Some Illustrations Philosophy & Practices

16. Where are You ??? What is Your Personal Educational Philosophy?

17. Outline Historical perspective Getting started • Johnson, Sisco (Ontario Ministry of Education) • Visit to California, Florida • U. S. characteristics and purposes • Program components in U.S. • Program components in Ontario • Ontario format and Ontario mosaic • First organization • Modern organization • Comprehensive college

18. Historical Perspective – 1960-1967 1960 – Educational assessment • 40 % finished Grade 12 • 15 % finished Grade 13 • 6% finished university Need to establish opportunities for 60% fall-out Robart’s Plan (streams) for High Schools • 4 and 5 levels • Occupational levels

19. Fragmented educational deliveries– 60’s

20. Getting Started A. Characteristics B. Purposes U.S. Colleges

21. Characteristics • Democratic • Individual worth • Access (tuition & distance) • Open door • Assessment – guidance • Teaching vs research • Community dimension • Inter-agency • Diversified targets & programs

22. Purposes • Youth financially unable to attend existing institutions (universities) • Opportunities needed for short courses, and for 2 year terminal curricula • To extend the secondary school upward • Increasing need for skilled workers in the community • Existing institutions too far away • People willing to support such an institution through taxation

23. Purposes cont’d • To extend democracy by lengthening equal educational opportunity • To make general education available to all the people • Better individual attention, resulting in better educational opportunities • To fill the gap between end of school and employment

24. Program Components in US Community Colleges • Transfer • Vocational • Occupational • Community services – credit & non-credit • Student personnel – programs, guidance • General education

25. Ontario Plan

26. Ontario Mosaic Colleges of Applied Arts & Technology CAATS – 19 original colleges - 23 in existence in 1993 • Business – Institutes of Technology, Private schools • Occupational retraining – Secondary schools • Technology -Institutes, part-time • Student services – new • Applied Arts – new • Part-time, Con Ed – new • Health services – nursing (from hospitals), dental assistant • Educational services - new

27. Initial Organization - 1967

28. Modern or Current President Dean of Students Academic Dean Dean/Director Admin & Planning Vice President Vice President Vice President Value System dictates a VP or Dean

29. Comprehensive College • Transfer colleges – Quebec, Alberta, British Columbia, Florida, California (mandated by legislation) • Career colleges – Ontario • Community service - Ontario

30. University Transfer Degree Completion Malaspina University-College Education Office Admin Human Services Business Health Fine & Performing Arts Community Education Vocational Development Education Student Programs Hospitality Programs Human Services

31. 1. Unique Features – CAATS 1967- 1992 • Boards of Governors & Advisory Committees • Role of the College • Educational Services Council • Curriculum Committee • College Committee • Counselling Services • A New Dimension in Education

32. 1. Unique Features – CAATS 1967- 1992 cont’d • The Community Resource Centre • Professional Development • Student Assessment • Curriculum Conferences • Upgrading and Enrichment • Programs • Computer Utilization

33. 2. New Directions: Vision 2000 Premier’s Council, Rae Report • Access – assessment, remedial education (literacy), community service (con ed) • General Education • Transfer – Ontario Colleges (without walls), selected University bridge programs • Custom Training • Science & Technology • Sectoral Centres – Advanced Training • Funding

34. 3. Initiatives • Prior Learning Assessment (PLA) • System-wide Standards (College Standards & Assessment Council - CSAC) • Advanced Training • Ontario Training & Adjustment Board (OTAB) • Commission on Post Secondary Education Future • Government Key Performance Indicators (KPIs) • Funding

35. What are the distinguishing characteristics of a community college that it has to live up to? • Access – Open Door • Teaching • Community Orientation • Responsiveness • Comprehensive Curriculum J. Dennison

36. Community College Goals: 1998 • To prepare students for a global economic marketplace • To encourage maximum development of individual potential • To provide access to education and training • To meet educational interests and needs of community or region • To provide a broad comprehensive curriculum J. Dennison

37. Community College Goals:1998 cont’d • To provide basic general education & generic skills • To train students for immediate employment • To help attain economic priorities of government • To serve as a community resource • To meet the needs of disadvantaged members of society J. Dennison

38. Differences: College/University J. Dennison

39. Differences: College/University cont’d J. Dennison

40. Differences: College/University cont’d J. Dennison

42. Heterogeneity Career Goals Financial Status Aspirations Ages Marital Status Varied Abilities Mature Students Target Population

43. Classification of Barriers • Personal • Situational • Institutional Pat Cross

44. DCCCD - Basics of Service Service Purpose: • To meet the needs & exceed the expectations of those we serve Guiding Principles of Service • We understand that learning is our purpose & students are our focus. These 2 elements direct our activities • We treat everyone with respect • We accomplish more by working together than by working alone • We continuously evaluate & improve our products & services

45. DCCCD - Basics of Service Standards of Service • We listen & respond quickly to the needs of those we serve • Any employee who receives a complaint “owns” the complaint • We provide accurate information on time • We make our work environment pleasant & positive for each other & those we serve • We constantly improve our knowledge about our products (locations may add additional standards to the core DCCCD Standards of Service)

46. Student Administration 1. 2. 3. 4. Student readiness Program Student Support Services Educational 1. 2. 3. 4. Community Services Instructional Services