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MNSCU TWO-YEAR INSTITUTIONS: POLICIES THAT IMPACT THE TRANSITIONING ABE LEARNER Thursday, August 16, 2012/ ABE Summer Institute.

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Presentation on theme: "MNSCU TWO-YEAR INSTITUTIONS: POLICIES THAT IMPACT THE TRANSITIONING ABE LEARNER Thursday, August 16, 2012/ ABE Summer Institute."— Presentation transcript:

1 MNSCU TWO-YEAR INSTITUTIONS: POLICIES THAT IMPACT THE TRANSITIONING ABE LEARNER Thursday, August 16, 2012/ ABE Summer Institute

2 WELCOME! Please feel free to ask questions throughout the session. Five minutes will be provided at the end of this presentation to complete a session evaluation. This helps us improve the presentation for future audiences. In addition to the five minutes to complete the session evaluation, we will provide an additional five minutes before the end of this session to update your Personal Education Plan. This should be located in the folder you received at registration. This presentation was designed with the assumption that the audience knows very little about the MnSCU system

3 OBJECTIVES At the end of this session… Participants will have familiarity with the organizational structure of the MnSCU system Participants will have knowledge on the number of ABE consortia that are partnering with MnSCU institutions Participants will have a basic understanding of some of the MnSCU policies that have a particular impact on Adult Basic Education learners

4 HELPING ABE LEARNERS… You can help Adult Basic Education learners by having a better understanding of one of the systems they might be trying to transition to. You dont have to have the knowledge that a college counselor has but it is helpful to have some general knowledge to help guide them.

5 THE MnSCU SYSTEM

6 STOP! Before we go any further, can anyone tell me what MnSCU means?

7 MnSCU Minnesota State Colleges and Universities

8 FORMATION OF THE SYSTEM The law creating the system was passed by the Minnesota Legislature in 1991 and went into effect July 1, 1995. The law merged the state's community colleges, technical colleges and state universities into one system. Instead of three separate governing boards and three chancellors, there is now one board and one chancellor for the entire system. http://www.mnscu.edu/about/index.html

9 SYSTEM ORGANIZATIONAL CHART

10 BOARD OF TRUSTEES The Minnesota State Colleges & Universities system is governed by a 15-member Board of Trustees. Trustees are appointed by the governor. Twelve trustees serve six-year terms, eight representing each of Minnesota's congressional districts and four serving at large. Three student trustees - one from a state university, one from a community college and one from a technical college - serve two-year terms.Board of Trustees The Board of Trustees selects the system chancellor and has broad policy responsibility for system planning, academic programs, fiscal management, personnel, admissions requirements, tuition and fees, and policies and procedures.chancellorpolicies and procedures

11 THE MnSCU SYSTEM There are 31 institutions within the MnSCU system. 24 two-year colleges 7 state universities http://www.mnscu.edu/about/index.html

12 THE MnSCU SYSTEM There are 54 campuses within the MnSCU system. 54 Total Campuses -10 University Campuses 44 Community and Technical Campuses

13 THE TWO-YEAR INSTITUTIONS

14 THE TWO-YEAR COLLEGES Why is Adult Basic Education in Minnesota focused on moving adult learners to MnSCUs two- year community and technical colleges?

15 1. RESEARCH (Washington State Study) A study…that tracked the educational and labor market outcomes of the systems basic skills students found that students who went on to earn at least one year of college-level credit and a credential within a five-year period earned substantially more than students who did not make it to that tipping point (Prince & Jenkins, 2005).

16 RESEARCH CONTINUED The study also found, however, that few basic skills students advance to college- level courses, much less reach the tipping point. * The ability to earn a credential or certificate in as little as one semester means students can get into their professional field of interest sooner, rather than later.

17 RESEARCH (Georgetown University) Why do we need individuals entering their professional field of interest sooner, rather than later? A report from the Center on Education and Workforce found: By 2018, 70% of jobs in Minnesota will require post- secondary education Minnesota ranks 3 rd in post-secondary education intensity for 2018 Anthony P. Carnevale, June 2010

18 2. AFFORDABILITY

19 3. OPEN ADMISSIONS POLICY All of the MnSCU system's two-year community and technical colleges have an open admissions policy- take students where they are at…get them to where they need to be… Two-year colleges do not require new students to take a college entrance exam (such as the ACT or SAT), students are required to take a placement test to determine which level of courses are appropriate for them. www.getreadyforcollege.org

20 4. TRANSFERABLE CREDITS The Adult Basic Education population is mobile. If a learner starts at one two-year community college in Minnesota and they move to another community they are likely to be near another MnSCU institution. Minnesota Transfer Curriculum Technical credits shelf life U Select and mntransfer.org Articulation Receiving institution determines credit transfer

21 5. CONNECTION TO THE LOCAL LABOR MARKET Programming aligns to employer needs in the region (Local Labor Market Driven) Access-there are 44 campuses throughout Minnesota Industry connections to colleges for hiring

22 AND IF THAT ISNT ENOUGH… Community colleges play an important role in helping people transition between careers by providing the retooling they need to take on a new career. Barack Obama Barack Obama

23 A CLOSER LOOK

24 TWO-YEAR MnSCU COLLEGES There are 5 community colleges. There are 5 technical colleges. There are 14 consolidated colleges (community and technical)

25 ABE / MnSCU TWO-YEAR COLLEGES There are 24 two-year MnSCU institutions. Adult Basic Education is co-located at 18 of the 24. There are 44 campuses. Adult Basic Education is co-located on 26 of the 44 campuses.

26

27

28 HOW ARE WE DOING?

29 STATE AVERAGE

30 BARRIERS TO TRANSITIONING LEARNERS

31 POLICIES THAT IMPACT LEARNER TRANSITION

32 MnSCU POLICIES TO UNDERSTAND MnSCU policies can be found at: http://www.mnscu.edu/board/policy/ http://www.mnscu.edu/board/policy/ Adult Basic Education learners, and others, can become confused about assessment, developmental education, academic programs. These policies help clarify some of the issues: Policy 3.3 Assessment for Course Placement Policy 3.36 Academic Programs

33 Assessment for Course Placement Policy 3.3

34 Part 1. Purpose. The purpose of this policy is to improve student success in college and university courses through student assessment and course placement that addresses reading comprehension, written English, and mathematics knowledge and skills.

35 Part 2. Course Placement Assessment Subpart A. College and University Policy. Each college and university shall develop and implement a course placement policy that addresses how student knowledge and skills shall be assessed for course placement decisions according to Procedure 3.3.1 Course Placement.

36 Part 2. Course Placement Assessment Subpart B. System-Endorsed Placement Instrument. The chancellor shall select the system- endorsed placement instrument for assessment of reading comprehension, written English, and mathematics according to Procedure 3.3.1 Course Placement.

37 Assessment for Course Placement Procedure 3.3.1

38 Part 1. Definitions. Subpart A. College-level courses. A college-level course is a college or university course that meets college- level standards. Credits earned in a college-level course apply toward the requirements of a certificate, diploma, or degree.

39 Remember the term college-level A learner doesnt have to necessarily be accepted into a two-year community or technical college. They have open admissions. If a learner does not meet the college-level cut scores then many of them are placed in developmental education. Even if a learner does meet college-level cut scores they may not meet the requirements to enter their program of choice.

40 Part 1. Definitions Continued Subpart B. Developmental-level course. A developmental-level course is a course designed to prepare a student for entry into college-level courses. Developmental-level course credits do not apply toward a certificate, diploma, or degree.

41 Part 6. Course Placement, sub part B The following course placements based on Accuplacer subtest scores indicate that a student is ready for introductory college-level courses. A student who obtains the minimum score or higher shall be placed in the corresponding college-level course(s).

42 3.3.1 Assessment for Course Placement

43 The Old Ability to Benefit Degree seeking individuals, 18 years of age or older, who have not earned a high school diploma, GED, or have not earned 60 hours of college credits must demonstrate they have the ability to benefit from a college education. 6 college credits or assess high enough in an ATB exam like Accuplacer… Colleges vary in acceptance of ATB students

44 Accuplacer/TABE –different purposes TABE is norm-referenced Accuplacer is criterion referenced TABE identifies skill deficiencies Accuplacer is a placement exam

45 Academic Programs Policy 3.36

46 Part 2. Definitions. Subpart A. Academic award. Academic award means a certificate, diploma or degree. Subpart B. Academic program. Academic program means a cohesive arrangement of college-level credit courses and experiences designed to accomplish predetermined objectives leading to the awarding of a degree, diploma, or certificate. Undergraduate degree programs shall include a general education component.

47 For more information: Julie Dincau ABE Transitions Specialist Minnesota Department of Education 651-582-8681 Julie.Dincau@state.mn.us Karen Hynick System Director College Transitions MnSCU 651-201-1760 Karen.Hynick@so.mnscu. edu ADULT BASIC EDUCATION (ABE) MINNESOTA STATE COLLEGES AND UNIVERSITIES (MnSCU)


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