Dual Accreditation Pilot Project

1. Dual Accreditation Pilot Project

2. Topics • Project Background • Pilot Project • What we’ve done • What we’re learning • Where we’re going • Recommended Resources • Questions

3. Project Background • Community Learning Campus in Olds (joint venture between Olds College and Chinook’s Edge School Division); conversations started in 2003 • “Proof of concept” dual accreditation courses in welding, meat processing, and equine-2006 to 2009. • Spring 2009, Chinook’s Edge School Division received funding

4. Project Background • Goal- develop a model for dual accreditation based on learner pathways for Alberta high schools and post-secondary institutions • Include recommendations for funding, program structure and delivery, instructional models, infrastructure considerations, and governance.

5. Pilot Project • High school credit in various Career and Technology Studies (CTS) courses in addition to earning Olds College course credits. • Delivered on-site at Olds College in a blended model, using video-conferencing suites in the Community Engagement Sites • Pilot funding provides for project coordination and a “hold harmless” model as we move through implementation (schools receive CEU funding, college receives tuition from pilot project)

6. What we’ve done • Reviewed research on dual credit programs in the U.S. and Canada. • Established a governance team, developed processes and guidelines (including an interim funding model for the project), started data collection http://livebinders.com/ • Articulated CTS courses to college courses in fashion, trades, equine, meat processing.

7. Program Stats-to February 2010

8. What we’re learning • Commitment from the top of both organizations is fundamental to dual accreditation • Flexibility on the part of both organizations is necessary • Dual accreditation=dual enrolment. Both institutions’ regulations govern the student.

9. What we’re learning • Learning more about each other’s systems helps bridge some gaps between K-12 and post-secondary • Coordination is necessary for developing and communicating processes. • Most barriers can be mitigated through a flexible approach • Need lots of lead time for student recruitment

10. What we’re learning • Funding implications for long term sustainability-looking for possible solutions • Blended learning engaging; need to prep well ahead • Variety of dual credit models emerging • Working together is providing “value added” outcomes

11. Where we’re going • Dual program completion-high school and one year certificate • Landscape Construction • Recommendations for sustainable funding model • PD opportunities for CTS teachers

12. Recommended Resources • South Island Partnership http://camosun.ca/learn/lync/sip.html • Ontario’s Student Success Strategy-dual credit http://www.edu.gov.on.ca/eng/teachers/studentsuccess/dual.html • Ontario’s Research Report for Dual Credit http://www.gotocollege.ca/pdfs/SCWI_Phase9_Review-Generic.pdf

13. Questions? Barb Mulholland, Curriculum and Instruction Coordinator Chinook’s Edge School Division 403-507-7731 bmulholland@chinooksedge.ab.ca Lissa Steele, Director of Curriculum and Instruction, Chinook’s Edge School Division 403-227-7070 lsteele@chinooksedge.ab.ca Pat Bidart, Associate Vice President Academic Olds College 403-556-8365 pbidart@oldscollege.ca