1. Transformation Agenda Peer Learning Summit January 15, 2014 Designing Accelerated Pathways This workforce solution was funded by a grant awarded by the U.S. Department of Labor's Employment and Training Administration. 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. This solution is copyrighted by the institution that created it. Internal use, by an organization and/or personal use by an individual for non-commercial purposes, is permissible. All other uses require the prior authorization of the copyright owner.

2. Designing Accelerated Pathways Janet Harrington Project Manager Cape Cod Community College Kate Sweeney Dean, Health and STEM Middlesex Community College

3. Accelerated Learning, Courses and Pathways Janet Harrington, Project Manager MCCWDTA Grant Cape Cod Community College

4. 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

5. 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)

6. 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)

7. 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

8. Designing an Accelerated, Stackable Pathway Workforce Development Accelerated Alternative Scheduling Academic Skills Opportunity The Academy of Health Professions offers Choosing to learn, finding a path

9. 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 071 2- Phleb. or MOA courses 3-Math, Psychology, Phleb ext. 2- Program Option Level III Level II Level I A cademy Levels Exit Employment Options Enter workforce with option to continue studies CNA, Medical Receptionist 1- Essential Skills, ENG 060 2- Med. Terminology, CAP 100 3-NA or Med Rec. courses Enter workforce as a CNA or Medical Receptionist with option to continue studies

10. Key Components AccelerationCohort 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

11. Acceleration and Multiple Entry Points SPRING 1 2013 2/11 – 4/20/13 SPRING 2 2013 4/29 – 6/29/13 SUMMER – 2013 7/1 -8/24/13 FALL 1 - 2013 9/3 – 10/26/13 FALL 2 - 2013 11/4 – 1/11/14 SPRING 1-2014 1/20 -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

12. 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

13. Questions?

14. 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/3.0http://creativecommons.org/licenses/by/3.0