Presentation to CMU Class at Humber College Prepared by: Michael L. Skolnik

1. The Community College Baccalaureate: Implications for the Organization of Postsecondary Education and the Meaning of the Baccalaureate Presentation to CMU Class at Humber College Prepared by: Michael L. Skolnik University of Toronto

2. Agenda 1) The binary system in postsecondary education 2) Pressures for change: increased demand for the baccalaureate 3) Emergence of the CCB in Canada and the U.S. 4) Implications for the organization of PSE 5) What is a baccalaureate degree?

3. The Binary System 1. Two distinct sectors – issue of names 2. Sectors differentiated mainly by authority to award the baccalaureate (other things associated with that difference – research, governance, autonomy) 3. College programs either subordinate to (junior college) or independent of (technical institute) the university

4. Pressures for Change: Increased Demand for the Baccalaureate • Increased demand for the baccalaureate in general • Increased demand for applied baccalaureates • Increased educational requirements for many jobs that colleges have prepared people for • Governments concerned about baccalaureate attainment • Concern about barriers to degree completion for college graduates – especially in particular locations and programs

5. Extent of the CCB in North America Provinces/States Inst’s Programs Canada 4 32 135 2010 U.S. 2004 11 21 129 U.S. 2010 18 54 465 Source: U.S, Russell (2010); Canada: PEQAB, BC Education Planner, and college web sites.

6. Let’s go on a tour • Alberta • British Columbia • Florida • Ontario • Washington • Arizona • Michigan

7. Alberta: Responding to Industry • First community college; open university; transfer agency; accreditation board • Applied degrees 1995, “3 + 1”, Petroleum Technology one of the first • Expansion of applied stopped after creation of the CAQC • Institutions with the most applied degrees became universities in 2010

8. British Columbia: Access! • Concern: degree completion for place-bound graduates of two year programs • Solution: university-colleges in Kamloops, Okanagan, Abbotsford, Nanaimo, – and later, and originally restricted to applied degrees, Surrey • Later, colleges allowed applied degrees • Nursing programs in some colleges • University-colleges (+1) become universities • 2010 Moratorium on new programs

9. Florida: uses colleges to “catch up” • 49th in baccalaureate attainment in 1990s • Mismatch of population and public universities – Miami, St. Petersburg, and rural areas • Has become largest provider of CCB in U.S. – 18 institutions, 113 programs, 21 in Teacher Education and Nursing • New “state college” sector of 9 former community colleges • An example of collaboration: FGCU/Edison

10. Ontario • Concerns about access, choice, & lack of progress on transfer led to PSECE Act, 2000 • Trend toward concentration: a few colleges offer several, others offer a few niche programs • Probably the biggest question: will Ontario give some colleges a different designation, like BC, Alberta, and Florida?

11. Washington: trying the inverted bachelor’s degree • The problems of transfer from applied associate degree programs - course transfer - curriculum sequence • The inverted (aka “upside-down”) degree: Bachelor of Professional Studies or Bachelor of Applied Studies • The state still went ahead with a pilot project in which colleges award the baccalaureate

12. Arizona: the struggle continues • Huge projected growth in demand relative to capacity of state universities, poor record of serving other areas of the state • Colleges seeking CCB since 1997, universities strongly opposed • Universities’ offer to address the problem of transfer from applied associate degree programs in colleges has not worked out – anyone remember the Port Hope Accord?

13. Michigan • Stagnant economy, the Cherry Commission, the applied baccalaureate, and under-served areas • Colleges seeking programs in such areas as concrete technology, maritime technology, and nursing • Bill passed one house in September, 2010 • Universities say there is no need – but remember Battle Creek!

14. Academic drift, mission creep? • Yes, if mission defined solely in terms of highest academic credential awarded; • No, if mission defined more broadly • Instead of having two sectors differentiated by the authority to award bachelor’s degrees, focus on two sectors differentiated by the characteristics in the next slide

15. Re-conceptualizing the binary system with colleges that . . . . • Are more applied and work-force oriented - in programs - in pedagogy • Provide more open, economical access - serve students of more varied academic background, income, and location • Are more teaching-focused - provide a more supportive environment for at-risk students • Are more responsive to societal needs – have less autonomy from government

16. What is a baccalaureate? • Our system of degrees dates back to 12th century in Europe • Bachelor’s degree was a step on the way to Magister or Doctor which were necessary for admission to the guild of teachers • Since then, the baccalaureate has become a more significant indicator of readiness in a wide range of fields of work

17. What is a baccalaureate?, 2 • The content, conditions and requirements for a baccalaureate have always been determined by consensus of those with the relevant expertise and authority – normally it has been what those who have the authority to award it say it is! • Colleges in Canada have shown that they can satisfy the Canadian Degree Qualifications Framework (Council of Ministers of Education, Canada)

18. What is a baccalaureate?, 3 The important issue is not whether colleges can adapt their baccalaureate programs to the consensual view of what constitutes a baccalaureate that presently exists within the university community, but whether membership in the group that determines that consensus can be broadened sufficiently, resulting a more flexible conception of what a baccalaureate is that is consistent with college values and strengths.