transformation agenda peer learning summit january 15, 2014 designing accelerated pathways this...
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Transformation Agenda Peer Learning SummitJanuary 15, 2014
Designing Accelerated Pathways
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Designing Accelerated Pathways
Janet Harrington Project Manager Cape Cod Community College
Kate SweeneyDean, Health and STEM Middlesex Community College
Accelerated Learning, Courses and
Pathways
Janet Harrington, Project ManagerMCCWDTA Grant
Cape Cod Community College
Accelerated Learning Concepts
• Learning & Retention
• Courses: 40-45 hours = 3 credit s
• Programs: “Terms” vs “Semesters”
• Delivery Methods: Classroom, Hybrid, Online, Weekends
• Career Pathways and Stackable Programs
Research, Studies and Higher Education Implications
• “The Influence of Session Length On Student Success, ” Santa Monica College: Peter Geltner, PhD, Dean of Institutional Research, & Ruth Logan, Research Associate
446,000 student enrollments (1994-1999), based on: 6 wk, 8 wk and 16 wk enrollments concluded: Students in 6-week compressed sections had higher success rates than those in same courses during 16 week semesters.
“Impact of Course Length on Student Learning” Adrian Austin and Leland Gustafson, Economics Professors, University of West Georgia
45,000 students (2001 – 2004) , 4 wk, 8-wk and 16 wk courses: Learning peaked at 4 wk courses and higher grades reflected a real increase in knowledge and not the result of “lowering the bar”
“Accelerated Learning in Colleges and Universities”, Raymond Wlodkowski, Regis University, Denver, CO
11, 500 Adults Students at 3 Universities(2001-2002) --Completion rates = 40% in 8 week courses (vs 38% with traditional 16 week courses)
Benefits of Accelerated Adult Learning
• Completion of Courses: Students more often complete an 8 week course (fewer outside/life issues impact enrollments in 4-8 week periods)
• Degree Completion/Retention Rates Increase: More ‘entry’ times & terms to catch up on courses and re-enter faster (5-6 terms per year vs 2 for 16 week semesters) if a student is forced to drop a course
• Learning: Studies find students retain material better and for a longer period of time in 8-week terms (intensive studying and pace) and even more if in “Cohort Groups” (students learn more as a team)
• Online, Hybrid, Weekend, 8-Week Courses: Total numbers of credit hours earned by adults per year are greater if more terms and options are offered .
Empowers students to go from part time to full time status.
• Workforce Pathway Options: Certificates and “Certifications” increase enrollments and degree graduation rates (CPC, MCSE, CNA, NACPB, CMA)
Considerations
• Marketing/Recruitment• Faculty• Teaching loads & Scheduling• Student: Personality ~ Learning Style ~
Life• Financial Aid & Finance Office• Co-existing with 16 week semesters• Increases Enrollments, Retention &
Graduation Rates at College
Designing an Accelerated, Stackable Pathway
Workforce Developme
nt
Accelerated Alternative Scheduling
Academic Skills
Opportunity
The Academy of Health Professions offers
Choosing to learn, finding a path
Enter workforce as a Medical Office Administrator or Phlebotomist with option to continue studies
Academy of Health Professions Career Pathway
Clinical Lab Assistant, Medical Assistant
4 modules
Phlebotomy, Medical Office Administration
1- Basic A & P, ENG 0712- Phleb. or MOA courses
3-Math, Psychology, Phleb ext. 2-
Program Option
Level III
Level II
Level I
Academy Levels Exit Employment Options
Enter workforce with option to continue studies
CNA, Medical Receptionist1- Essential Skills, ENG 060
2- Med. Terminology, CAP 1003-NA or Med Rec. courses
Enter workforce as a CNA or Medical Receptionist with option to continue studies
Key Components
Acceleration Cohort model Case
Management
Integrated career
counseling
Build Academic
Skills
Career Specific Courses
• Acceleration– Modular curriculum– 8 week sessions vs 15 week semesters– Offered day, evening and weekend
• Supports– Cohorts– Increases engagement through dedicated advising– Career counseling
• Curriculum– Offers career and academic courses as a cohesive program of study
Acceleration and Multiple Entry Points
SPRING 1 20132/11 – 4/20/13
SPRING 2 20134/29 – 6/29/13
SUMMER – 20137/1 -8/24/13
FALL 1 - 20139/3 – 10/26/13
FALL 2 - 201311/4 – 1/11/14
SPRING 1-20141/20 -3/15/14
Level I – Mod 1
Level I – Mod 2
Level I – Mod 3
Level 3 – Mod 2
Level 3 – Mod 3
Level 2 – Mod 1
Level 3 – Mod 4
Level 2 – Mod 2
Level 2 – Mod 3
Level 2 – Mod 1
Level I – Mod 2
Level I – Mod 1
Level I – Mod 3
Level 3 – Mod 1
Level 3 – Mod 2
Level 3 – Mod 3
Level 2 – Mod 2
Level 2 – Mod 3
Level I – Mod 1
Keys and Challenges
• Design and Implementation– Consider employer
needs– Utilize Advisory Boards– Establish a steering
committee– Develop and revise
systems to support innovative and flexible schedule to better meet student needs
– Consider entry criteria– Establish supports
• Challenges– College approval
process – Board of Higher
Education requirements– Financial aid approval
process– Section 30 and ITA
approval process– Financial Aid
• Strict federal guidelines
– Course scheduling: Room availability; Type of space
Questions?
This workforce solution is 100% funded by a grant awarded by the U.S. Department of Labor, Employment and Training Administration, TAACCCT grant agreement # TC-22505-11-60-A-25.The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. Massachusetts Community Colleges are equal opportunity employers. Adaptive equipment available upon request for persons with disabilities. This work is licensed under a Creative Commons Attribution 3.0 Unported License CCBY3.0 http://creativecommons.org/licenses/by/3.0