1. Moving from “Just a Project” to “Sustainability” Kathleen M. Beauman Director, Business Education Partnerships Anne Arundel Community College CCTI Summit - Denver March 2, 2008

2. Moving to Sustainability Why do great projects that are grant-funded go away on our campuses? Loss of funding Loss of dedicated staff Not integrated into the system Lack of support by leadership Few people know about it

3. Moving to Sustainability CCTI colleges having great results Commitment to look at sustainability strategies Convened in St. Louis Reviewed applicability of Dr. Furco’s service learning assessment tool

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

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

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

11. 5 Dimensions Philosophy and Mission of CCTI Faculty Support for and Involvement in CCTI Student Support for and Involvement in CCTI Community Participation and Partnerships Institutional Support for CCTI Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999.

12. Philosophy and Mission of CCTI Definition of CCTI 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.

13. Faculty Support for and Involvement in CCTI 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.

14. Institutional Support for CCTI 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.

15. 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.

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

17. Dimension I: Philosophy and Mission of College and Career Transitions Initiative (CCTI) 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 CCTI on campus. Although certain short-range and long-range goals for CCTI 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 CCTI 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

18. Dimension I: Philosophy and Mission of College and Career Transitions Initiative (CCTI) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Alignment with Institutional Mission While CCTI complements many aspects of the institution's mission, it remains on the periphery of the campus. CCTI is rarely included in larger efforts that focus on the core mission of the institution. CCTI 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. CCTI is part of the primary concern of the institution. CCTI 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

19. 2015@AACC.qual.edu Goal 1.0 Focus on Learning Strategy 1.02S - Assess and expand initiatives that blend credit, non-credit and support services as part of the one-college concept. Action: 1.02S.c - Investigate the feasibility of applying the CCTI advising model to other programs. Action Begin Action End Facilitator: 2007 2010 Vice President, Learning

20. K-12 Transitions Learning Design Team Design Team Charge from President Smith: coordinating all of the existing and planned initiatives between Anne Arundel County Public Schools (AACPS) and Anne Arundel Community College (AACC) identifying new opportunities for collaboration with AACPS, particularly in the area of new program development

21. K-12 Transitions Learning Design Team creating a multi-year recruitment plan designed to increase the market share of high school graduates attending the college; with special emphasis on recruitment and success of minority students enhancing the college's image within the school system

22. implementing the strategies of the college's transition programs (e.g., Jump Start, CCTI, Tech Prep) and projects that have proven successful over the last five years (e.g. parenting information sessions, career pathway templates, student outreach, partnerships) K-12 Transitions Learning Design Team

23. Participants include: Learner Support Services: academic advising, records and registration, financial aid, enrollment development, testing and tutoring Planning, Search and Institutional Assessment

24. K-12 Transitions Learning Design Team Learning: honors program, kids in college, Tech Prep, CCTI, STEM, entrepreneurial studies, English, mathematics, teacher education Learning Resources Management: grants development, public relations and marketing, development office

25. K-12 Transitions Learning Design Team Chaired by director of TEACH Institute Reports to Vice President for Learner Support Services and Vice President for Learning Convened July 1, 2007 Monthly discussions

26. News Ways of Doing Business College-wide STEM initiative underway Incorporated CCTI best practices Articulated program pathways, transition advisors, parent and student outreach

27. Dimension II: Faculty Support for and Involvement in College and Career Transitions Initiative (CCTI) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Faculty Awareness Very few members know what CCTI is or understand how it is different from other activities. An adequate number of faculty members know what CCTI is and understand how it is different from other activities. A substantial number of faculty members know what CCTI 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

28. Faculty Awareness Theme of Fall 2005 Faculty Orientation was CCTI - speaker focused on this as a national issue On-going briefings to deans, departments, faculty (AACC and AACPS) Building on Teacher Education Project, expanded program pathways including 4-year college/university articulation agreements

29. Dimension II: Faculty Support for and Involvement in College and Career Transitions Initiative (CCTI) 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 CCTI; few incentives are provided to pursue CCTI 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 CCTI activities, their work in CCTI is not always recognized during their review, tenure, and promotion process. Faculty who are involved in CCTI receive recognition for it during the campus’ review, tenure, and promotion process; faculty are encouraged and are provided various incentives to pursue CCTI activities. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

30. Faculty Incentives and Rewards Flexible job descriptions Partnership work is encouraged and recognized in promotion and tenure process Involvement in AACPS Signature and Magnet program restructuring

31. Dimension II: Faculty Support for and Involvement in College and Career Transitions Initiative (CCTI) 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 CCTI. An adequate number of faculty members is supportive of CCTI. A substantial number of influential faculty members participate as instructors, supporters, and advocates of CCTI. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

32. Faculty Involvement and Support Serve on advisory committees, work teams Conduct professional development opportunities for AACPS staff and faculty Assisted in the creation of 90+ credit articulated program pathways beginning at the secondary level into AACC Started development of non-credit/workforce development program pathways

39. Non-Credit/Workforce Development Pathways A+ Certification Court Reporting Dental Assisting Truck Driving Veterinary Assisting

40. Dimension V: Institutional Support for College and Career Transitions Initiative (CCTI) 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 CCTI. There is a coordinating entity on campus, but the entity either does not coordinate CCTI 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 CCTI. Adapted from Furco’s Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, University of California, Berkeley, 1999

41. Dimension V: Institutional Support for College and Career Transitions Initiative (CCTI) Stage One Critical Mass Building Stage Two Quality Building Stage Three Sustained Institutionalization Funding The campus’ CCTI activities are supported primarily by soft money (short-term grants) from sources outside the institution. The campus’ CCTI 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’ CCTI 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

42. Dimension V: Institutional Support for College and Career Transitions Initiative (CCTI) 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 CCTI often confusing it with other campus efforts. The campus’ administrative leaders have a clear understanding of CCTI but they do little to make it a visible and important part of the campus’ work. The campus’ administrative leaders understand and support CCTI 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

43. Direct Reports, Division for Learning

44. College and Career Transition Initiative Anne Arundel Community College Project Staffing Project YearsBudgetCCTI BudgetAACC Budget Year 1: May 2003 – September 30, 2003 $50,000 Year 2: October 1, 2003 – September 30, 2004 $150,000Teacher Liaison (part-time) Instructional Specialist/Adviser (30 hours) Year 3: October 1, 2004 – September 30, 2005 $80,000Teacher Liaison (part-time) Business Education Partnerships Coordinator (part-time) Instructional Specialist/Adviser (full-time) Year 4: October 1, 2005 – September 30, 2006 $80,000Teacher Liaison (part-time) Transition Advisor (part-time) Instructional Specialist/Adviser (full-time) Business Education Partnerships Coordinator (full- time) Currently3 Transition Advisors (part and full-time(expanded to (cargo/distribution, GED, additional programs) Teacher Liaison (part-time – AACPS)

45. College and Career Transition Initiative Anne Arundel Community College Project Staffing Future 3 transition advisors (STEM) New category of employee developed Extremely effective in successful transition

46. Where to Start? Learn from your colleagues Convene work team Walk through rubric, discuss, score Identify priorities Develop a plan Institute, evaluate, and revisit

47. Kathleen M. Beauman Anne Arundel Community College (410) 777-2777 kmbeauman@aacc.edu THANKS! kmbeauman@aacc.edu