The Blended Baccalaureate Solution

Deborah L. FloydFlorida Atlantic University

Albert L. LorenzoMacomb Community College

Community College Baccalaureate AssociationInternational Conference, New York, New York

March 5, 2005

2

Introduction & Overview The role of community colleges in serving

students with baccalaureate interests is often defined as an “either/or” solution

In reality, various options run along a continuum of institutional responses

This session will – Describe the continuum of institutional responses Discuss the associated benefits and limitations Encourage participant ideas and insights

3

Educational Attainment

The increase in adult educational attainment

levels in the United States during the last half of the Twentieth

Century is nothing short of spectacular.

4

Educational Attainment2000 Census Data – Highest Credential of Age 25+

Year Less than High School

High School Graduate

Some College Bachelor’s and Above

2000 16.0% 33.1% 25.4% 25.6%1990 22.4% 38.4% 17.9% 21.3%1980 31.4% 36.8% 14.9% 17.0%

1970 44.8% 34.0% 10.2% 11.0%1960 59.0% 24.6% 8.8% 7.7%

1950 65.7% 20.7% 7.3% 6.2%

1940 75.5% 14.3% 5.5% 4.6%

5

“Aspirations for baccalaureate

education will continue to grow, and, true to

their heritage, community colleges will

search for ways to respond.”

6

Baccalaureate Continuum Articulation Agreements Degree Connections Dual Degrees Integrated Baccalaureates University Centers Community Development Partnerships University Extension Centers Baccalaureate Authority

7

Articulation Agreements Formal agreements between the partner

institutions Focused on traditional 2+2 curriculum

culminating in a 4-year degree Serves as a basic transfer guide for students

and advisors Information is made available through print

and electronic sources The concept evidences the curriculum

relationship between the institutions

8

Degree Connections Focuses on the students’ “preferred paths” to

four-year degree completion Selected number of articulation agreements are

aggressively managed and jointly promoted Partner and program selection is based on

popularity, viability, and labor market needs Provides students enhanced ability to “self

advise” The practice evidences the special value of

selected transfer program

9

Dual Degrees Builds upon Degree Connection concept Partners commit to the completion of both

associate and baccalaureate degrees Dual acceptance and orientation to both

institutions during the first year CC students are required to develop a four

year educational plan Reverse transfer is used if needed to complete

the requirements of the associate degree

10

Dual Degrees Joint efforts to support recruitment,

admissions, advising, and financial aid Access to a common student data base;

information is shared and flows easily Intended to increase the probability of

completing a baccalaureate degree The concept evidences a joint commitment

to degree completion

11

Integrated Baccalaureates

Four-year program is housed along side the two-year program in a campus or community facility.

Achievement of a four-year degree is part of a student’s initial academic plan.

Curriculum is integrated and coherent, and is typically in the applied domain.

The partner is committed to the Dual Degree concept, and accepts 60 or more credit hours upon transfer.

12

Integrated Baccalaureates

The partner usually assigns site-based faculty and/or support staff

Evidences a joint commitment to enhancing access, and deriving mutual institutional and student benefits from co-locating coursework and staff

13

University Centers 4-year programs housed on 2-year campuses (or in

neutral area of the community) Often include multiple partners and programs Selection based on popularity and viability Partners are restricted to upper division courses All programs are supported by articulation agreements;

many are offered through Degree Connections or as Dual Degrees

Evidences a joint commitment to enhancing access to baccalaureate degrees

14

University Center Models

Co-Location Model Enterprise Model Virtual Model Integrated Model Sponsorship Model Hybrid Model

University Center

15

University Center Models Co-Location Model – Partners share

physical space, but few other connections Enterprise Model – Consortium develops

and operates an independent and typically freestanding higher education center (UC at Dallas, UC at Greenville)

Virtual Model – Partners offer all upper division course work online, but provide for on campus support services (Franklin University)

16

University Center Models Integrated Model – Shared physical space

and integrated curriculum, student affairs, library, etc. (Brevard CC/U of Central Florida)

Sponsorship Model – CC takes leadership role in determining programs and partners; typically in a freestanding facility (University Center at Macomb CC)

Hybrid Model – CC operates a UC and also confers bachelor’s degrees (St. Petersburg (FL); Georgian Colleges (Ontario)

17

Community Development Partnerships

Builds upon a University Center or Integrated Baccalaureate Degree partnership

Commitment to provide site-based access or linkages to the “intellectual capacity” of the partner university

The partner’s programs and services contribute to the economic, social and/or cultural vitality of the community

18

Community Development Partnerships

The university establishes a highly visible local presence, usually with the CC

Evidences a joint commitment to enhance community access to the educational, research, and public service components of the university partner’s mission

19

University Extension Models (diverse forms of state governance blur

distinctions) Two-year campus transforms into an

extension center or branch of a university University of West Virginia – Parkersburg (formerly

Parkersburg CC until 1989) University of Arkansas at Fort Smith – (formerly

Westark Community College until 2002) Oklahoma State University – Okmulgee (land

grant university campus, highest degree associate, now approved for technical baccalaureate degrees in certain fields)

20

Baccalaureate Authority Community College is given the full authority

to grant four-year degrees Often limited to applied or workforce

baccalaureate degrees Community college is responsible to meet

accreditation, licensure, and certification requirements

May be offered in addition to other forms of baccalaureate partnerships

21

Blended Baccalaureate Solution

(One size does not fit all.) Articulation Agreements Degree Connections Dual Degrees Integrated Baccalaureates University Centers Community Development Partnerships University Extension Centers Baccalaureate Authority

22

Issues & Questions to Ponder … just a few

Is one model of delivery more effective than another? Outcomes? Measures? Articulation Models Certification and post baccalaureate partnership

Models, especially teacher ed. University Extension Center Models University Center Models Community College Baccalaureate Models

23

….More issues Curriculum - What are the curricular areas of

focus? Workforce and applied? Are these programs meeting unmet needs in the workforce?

Reasons and motivation - Why are community colleges moving in this direction?

Is this congruent with our mission?

24

Fiscal Ramifications - questions

What are the real costs of community college baccalaureate programs?

How do these costs compare with university programs?

Is one model more cost effective than the other?

Should community college faculty teaching upper division courses be paid more money?

25

Looking to the future… What happens to community college students

who graduate from a program (based on these models) Success? Retention in profession? Variations by model?

Who will assume the research agenda for this movement so decision makers have good information for policy making?

Will these changes in community colleges alter the fabric of these colleges as we know them? If so, in what ways?

26

Hamlet on the Future of Community Colleges …

“Two years, or not two years,

that is the question.”