1. Moving from “Just a Project” to “Sustainability” Dr. Andrew L. Meyer Vice President for Learning Anne Arundel Community College CCTI Summit 2006

2. “...the transition from high school to college is an unsuccessful one for many. Of those high school graduates who entered postsecondary education for the first time in the 1995-1996 school year, 37 percent had left two years later without having earned a degree or certificate.” Dual Enrollment Programs: Easing Transitions from High School to College Bailey, et al. (March 2003)

3. “This report outlines the need to raise our sights to prepare more students for college and an increasingly complex world of work, to enroll more students in rigorous academic programs... ” Raising Our Sights: No High School Senior Left Behind National Commission on the High School Senior Year (October 2001)

4. “A recent report from the National Commission on the High School Senior Year indicates that students find the last year of high school to be a ‘waste of time’ and ‘boring’. Not only are students not being challenged during their senior year, they are also not preparing for college.” Overcoming Senior Slump: The Community College Role Peterson, Kimberly (January 2003)

5. “Additionally, community colleges often send weak signals to high school students about the preparations they need to make in order to succeed in college—only when students arrive for orientation or registration are they informed that they must pass placement exams before they are allowed to take credit courses.” In Overcoming Senior Slump: The Community College Role Peterson, Kimberly (January 2003)

6. “It is increasingly clear that the last two years of high school—and their connectivity with the first year of college—are in serious need of fresh thinking.” Student Pathways Through High School to College Pierce, David R. (June 2001)

7. 5 OUTCOMES FOR CCTI Reduce the need for remediation Increase enrollment and persistence Improve academic and skill achievement Increase the number of postsecondary degrees, certificates, and licensures Improve entry into employment and/or further education

8. Progress on CCTI Objectives and Strategies at Anne Arundel Community College

9. Outcome #1: Decrease the need for remediation Accuplacer administered to targeted 10 th and 11 th grade students enrolled in the Academy of Teaching Professions. Requisite coursework offered to ensure postsecondary preparation.

10. Outcome #1: Decrease the need for remediation As a result of administering the Accuplacer some of our high school students learn they are “college ready” and receive information on registering for college coursework through the Jump Start program.

11. Outcome #1: Decrease the need for remediation CCTI Year 3 evaluation results found a reduced need for remediation in Anne Arundel County Public Schools’ Academy of Teaching Professions students.

12. Outcome #2: Increase enrollment and persistence High schools offering the Academy of Teaching Professions program has grown from 4 to 9.

13. Outcome #2: Increase enrollment and persistence AACC students enrollment in the AAT program increased 40% from Fall 2003 to Fall 2005 (310 students to 434 students). AACC Students enrolled in the Early Childhood Education program increased 14% from Fall 2003 to Fall 2005 (116 students to 132 students).

14. Outcome #2: Increase enrollment and persistence Parental involvement has increased through the implementation of an annual Parent Information Night—a one-stop approach designed to brief parents on college expectations, resources, and opportunities for their children.

15. Outcome #2: Increase enrollment and persistence In a 6-month period, 18 visits have been made to high school classes reaching 410 students about strategies for successful transition from high school to college.

16. Outcome #2: Increase enrollment and persistence Full-time advisement coordinator for the TEACH Institute that reaches all students interested in the teacher education program at AACC. Part-time teacher specialist that works as a liaison between secondary school system and AACC. Part-time academic advisor who maintains office hours at 5 of the 9 participating high schools.

17. Outcome #3: Improve academic and skill achievement Development of a clearly articulated program pathway in teacher education beginning with the Academy of Teaching Professions (high school) into the Associate of Arts in Teaching (AAT) into all public and private teacher education programs in Maryland.

18. Outcome #3: Improve academic and skill achievement Academy of Teaching Professions AAT degrees AAS, Early Childhood Development Special Ed Support Certificate 4-year College or University Teaching Paraprofessional Certificate

19. Outcome #4: Increase the number of degrees, certificates, and licensures AATs Early Childhood Education Elementary Secondary Math Spanish Chemistry Physics

20. Outcome #4: Increase the number of degrees, certificates, and licensures Certificates Teaching Paraprofessional Child Care Special Education Support Emotional Disturbance Autism Spectrum Disorders Speech and Language Preschool/Early Childhood Mental Retardation Learning Disabled Behavior Support

21. Outcome #5: Improve entry into employment and/or further education Develop program pathways with the AACC University Consortium colleges and universities to increase education baccalaureate degrees in Anne Arundel County Program development responsive to employer needs

22. CCTI and Its Implications at Anne Arundel Community College Improve the CCTI model in the current career cluster: Education and Training

23. CCTI and Its Implications at Anne Arundel Community College Expand to relevant career clusters already within CCTI project Information Technology Academy of Information Technology Science, Technology, Engineering and Mathematics Project Lead the Way

24. CCTI and Its Implications at Anne Arundel Community College Add relevant career areas to CCTI model Architecture and Construction Finance Hospitality and Tourism

25. Self-Assessment Rubric for the Institutionalization of Service- Learning in Higher Education Andrew Furco University of California, Berkeley

26. 5 Dimensions Philosophy and Mission of Service-Learning Faculty Support for and Involvement in Service-Learning Student Support for and Involvement in Service-Learning Community Participation and Partnerships Institutional Support for Service-Learning Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

27. Philosophy and Mission of Service-Learning Definition of Service-Learning Strategic Planning Alignment with Institutional Mission Alignment with Educational Reform Effort Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

28. Faculty Support for and Involvement in Service-Learning Faculty Awareness Faculty Involvement and Support Faculty Leadership Faculty Incentives and Rewards Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

29. Student Support for and Involvement in Service-Learning Student Awareness Student Opportunities Student Leadership Student Incentives and Rewards Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

30. Community Participation and Partnerships Community Partner Awareness Mutual Understanding Community Agency Leadership and Voice Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

31. Institutional Support for Service-Learning Coordinating Entity Policy-making Entity Staffing Funding Administrative Support Evaluation and Assessment Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

32. Three Stages of Institutionalization Stage 1 Critical Mass Building Stage 2 Quality Building Stage 3 Sustained Institutionalization Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

33. Stage 1: Critical Mass Building College is beginning to recognize the initiative and college-wide support for the effort being built Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

34. Stage 2: Quality Building College becomes focused on ensuring the development of “quality” activities related to the initiative Quality is more important than quantity Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

35. Stage 3: Sustained Institutionalization College has fully institutionalized the initiative into the fabric of the institution Furco, Andrew. Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

36. Applying Furco’s Rubric to the College and Career Transitions Initiative

37. 5 Dimensions Philosophy and Mission of CCT Faculty Support for and Involvement in CCT Student Support for and Involvement in CCT Community Participation and Partnerships Institutional Support for CCT Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

38. Philosophy and Mission of College and Career Transitions Definition of CCT Strategic Planning Alignment with Institutional Mission Alignment with Educational Reform Effort Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

39. Faculty Support for and Involvement in College and Career Transitions Faculty Awareness Faculty Involvement and Support Faculty Leadership Faculty Incentives and Rewards Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

40. Institutional Support for College and Career Transitions Coordinating Entity Policy-making Entity Staffing Funding Administrative Support Evaluation and Assessment Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

41. Self Assessment Rubric for the Institutionalization of College and Career Transitions Model Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

42. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Definition of College and Career Transitions (CCT) There is no campus-wide definition for CCT. The term is used inconsistently to describe a variety of activities. There is an operationalized definition for CCT on the campus, but there is some variance and inconsistency in the use of the term. The institution has a formal, universally accepted definition for CCT that is used consistently to operationalize many or most aspects of CCT model. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

43. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Strategic Planning The campus does not have an official strategic plan for advancing CCT on campus. Although certain short-range and long-range goals for CCT have been defined for the campus, these goals have not been formalized into an official strategic plan that will guide the implementation of these goals. The campus has developed an official strategic plan for advancing CCT on campus, which includes viable short- range and long- range institutionalization goals. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

44. Dimension I: Philosophy and Mission of College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Alignment with Institutional Mission While CCT complements many aspects of the institution's mission, it remains on the periphery of the campus. CCT is rarely included in larger efforts that focus on the core mission of the institution. CCT is often mentioned as a primary or important part of the institution’s mission, but it is not included in the campus’ official mission or strategic plan. CCT is part of the primary concern of the institution. CCT is included in the campus’ official mission and/or strategic plan. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

45. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Faculty Awareness Very few members know what CCT is or understand how it is different from other activities. An adequate number of faculty members know what CCT is and understand how it is different from other activities. A substantial number of faculty members know what CCT is and can articulate how it is different from other activities. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

46. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Faculty Involvement & Support Very few faculty members are instructors, supporters, or advocates of CCT. An adequate number of faculty members is supportive of CCT. A substantial number of influential faculty members participate as instructors, supporters, and advocates of CCT. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

47. Dimension II: Faculty Support for and Involvement in College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Faculty Incentives & Rewards In general, faculty members are not encouraged to engage in CCT; few incentives are provided to pursue CCT activities; faculty members’ work is not usually recognized during review, tenure, and promotion process. Although faculty members are encouraged and are provided various incentives to pursue CCT activities, their work in CCT is not always recognized during their review, tenure, and promotion process. Faculty who are involved in CCT receive recognition for it during the campus’ review, tenure, and promotion process; faculty are encouraged and are provided various incentives to pursue CCT activities. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

48. Dimension V: Institutional Support for College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Coordinating Entity There is no campus-wide coordinating entity that is devoted to assisting the various campus constituencies in the implementation, advancement, and institutionalization of CCT. There is a coordinating entity on campus, but the entity either does not coordinate CCT activities exclusively or provides services to only a certain constituency. The institution maintains coordinating entity that is devoted primarily to assisting the various campus constituencies in the implementation, advancement, and institutionalization of CCT. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

49. Dimension V: Institutional Support for College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Funding The campus’ CCT activities are supported primarily by soft money (short-term grants) from sources outside the institution. The campus’ CCT activities are supported by both soft money (short- term grants) from sources outside the institution as well as hard money from the institution. The campus’ CCT activities are supported primarily by hard funding from the campus. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

50. Dimension V: Institutional Support for College and Career Transitions (CCT) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Administrative Support The campus’ administrative leaders have little or no understanding of CCT often confusing it with other campus efforts. The campus’ administrative leaders have a clear understanding of CCT but they do little to make it a visible and important part of the campus’ work. The campus’ administrative leaders understand and support CCT and actively cooperate to make it a visible and important part of the campus’ work. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

51. Moving from “Just a Project” to “Sustainability”