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The Trifecta: Earning Workforce Credentials and College Sophomore Status in One YearNational Career Pathways Network (NCPN)Annual ConferenceOctober 19, 2012Richmond, VA
Mortenous A. Johnson
Session Objectives Illustrate an adaptable framework for high
school students to earn college credits
Illustrate a progressive framework for students to achieve college sophomore status in their senior year of high school
Provide a model for high school students to earn workforce certification
Cincinnati
Cleveland
Columbus
Toledo
Akron
Dayton
PA
WV
KY
IN
MI Lake Erie
Targeted AreaMontgomery County Sinclair
Community College
Cincinnati
Cleveland
Columbus
Toledo
Akron
Dayton
PA
WV
KY
IN
MI Lake Erie
Targeted AreaMontgomery County Sinclair
Community College
Sinclair Community College Founded 1887 as part of the Dayton YMCA Located in the urban inner city of Dayton, OH One main campus and 4 additional campus locations Enrollment (Fall 2011) = 25,119 Fully accredited comprehensive college A League for Innovation Community College
HISTORICAL CONTEXT
The Pilot YearIn 2008 Ohio’s Governor announced a new initiative called Seniors to Sophomores (S2S) . . . High school seniors from participating schools
have the opportunity to pursue college studies on a University System of Ohio (USO) campus
Students complete their final year of high school and earn dual credit for their freshmen year of college at no cost to the student or parent/guardian
Students have the opportunity to earn at least 24 semester or 36 quarter hours of college credit
The Pilot Year
Statewide program eligibility requirements: Pass all parts of the Ohio Graduation Test (OGT) Complete Algebra II with a grade of “C” or better Complete three years of high school English with a
grade of “C” or better Test into college level coursework in Reading,
Writing, and Math Placement Test ACT cut scores
The Pilot Year Dollars allocated: $4.1 M
$4.1M | 49 high schools | 374 students
Post-Secondary Collaborating USO Partners 43% of students enrolled at a community college 31% of students enrolled at a university branch 26% of students enrolled at a university
Sinclair is a Collaborating USO partner Dayton Public Schools: Largest urban school district in
Montgomery County 5 students enrolled Project assigned to a Sinclair staff member
TRANSITION
“The Trifecta”(Guiding Framework)
Constructed by Mortenous A. Johnson (1994, 1998, 2009)
T
S2
R Success Dynamic
Student
TransitionSpring 2009, the Office of Pre-College Programs (OPCP) assumed the managerial responsibility to operationalize S2S: Created an innovative progressive framework
Program structure to achieve “true Sophomore status” (45 – 48 quarter credit hours | 30 semester credit hours)
Established measurable objectives Developed and implemented process improvements
Hired a full-time Program Coordinator Customized bridge program Customized academic support
S2S Program Objectives Register and complete dual enrollment courses to
satisfy high school graduation requirements English and Government
Register and complete Transfer Assurance Guide (TAG) and Transfer Module courses to satisfy general education requirements
Enroll full-time per term Maintain a 2.0 cumulative GPA
S2S Eligibility Requirements
Test into college level course work in Reading; and Meet one of the following placement test criteria:
Test into college level coursework in Writing and Math
Test into college level coursework in Writing and high level developmental Math
Test into college level coursework in Math and high level developmental Writing
Customized Bridge Program
Placement Testing
Academic Refresher Sessions
Placement Testing
College Algebra
or College English
N = 14 8 needed Math Academic Refresher Sessions 2 needed Writing Academic Refresher Sessions 1 needed Math and Writing Academic Refresher Sessions 2 needed Reading and Writing Academic Refresher Sessions 1 needed Reading Academic Refresher Sessions
64% raised their placement test scores and were eligible to enroll in college level algebra and/or English One student “jumped” three math levels
S2S Program Structure (T)Objective | Achieve “true Sophomore status” (45 – 48 hours) upon program completion.
Summer Quarter (incoming)Fall Quarter
Winter QuarterSpring Quarter(36 - 42 Hours)
Winter Mini Term(3 – 5 Hours)
Summer Quarter (outgoing)
(3 – 6 Hours)OR
Academic Support (R) (S2)The S2S Program Coordinator provides customized, academic support to ensure student success. Cohort Course Enrollment Cohort Study Tables Individual and Group Tutoring Early Alert Process (twice/quarter) Customized Academic Advising Weekly Advising & Coaching Sessions Journaling and “Real Talk” sessions FERPA Release
Academic SupportOPCP Early Alert Process: a wholistic resource
OUTCOMES
Student Success
Ten students exceeded the state’s minimum credit completion requirement
Three students met the state’s minimum credit completion requirement
Six students earned Dean’s List recognition
Four Phi Theta Kappa Honor Society inductees
Student Success
Successful completion of the compressed Winter Mini-term
OPCP Student Assistant employment
Employment as a Sinclair Math Tutor
Workforce Certifications Continued Matriculation
Outcomes (GPA)
S2S SCC FT/FT SCC Overall2.05
2.1
2.15
2.2
2.25
2.3
2.35
2.4
2.452.39
2.34
2.19
Comparison of S2S | Sinclair Fall Term 09 Mean GPA (N = 5)
Outcomes (GPA)
S2S SCC FT/FT SCC Overall0
0.5
1
1.5
2
2.5
3
3.5
2.9
2.19 2.27
Comparison of S2S | Sinclair Fall Term 10 Mean GPA (N = 6)
Outcomes (GPA)
S2S SCC FT/FT SCC Overall0
0.5
1
1.5
2
2.5
3
3.5
43.5
2.262.62
Comparison of S2S | Sinclair Fall Term 11 Mean GPA (N = 4)
Students’ Perspectives
“The transition from being a high school student to becoming a college student was the biggest challenge for me. I had to really buckle down and pay more attention to my work.”
~Terri
Students’ Perspectives
“I like being able to get a head start on my education before the rest of the competition.”
~Barry
Students’ Perspectives
“The thing I liked most was the challenge. It made me more mature and focused on my goals; like knowing what I needed to do and how to get there.”
~Katera
Sustainability
16 FTE’s and $53,469 in subsidy funding S2S cost per student (tuition, fees, books):
$3,420 Net revenue = $35,869
S2S cost per student (tuition, fees, books, meals, transportation): $5,033 Net revenue = $28,304
WORKFORCE CERTIFICATION:A METHODOLOGY
Workforce Certification
A collaboration between two OPCP programs using the intent of Perkins: Seniors to Sophomores (S2S)
• 5 S2S enrollees
Quick Start (QS)• 31 QS enrollees
The Model
CARL D. PERKINS
(funding source)
Obtain workforce certification
(STNA)
QUICK START
Nurse Aid Training Course (ALH-120)
Perquisite for workforce
certification
Satisfy a Sinclair Nursing Program
prerequisite
SENIORS TO SOPHOMORES
(S2S)
“Shortened time to degree”
Achieve college “sophomore status”
upon graduating high school(45 – 48 hrs)
Outcomes 88% achieved Ohio’s Certified Nurse
Assistant (CNA) status. 53% achieved Ohio’s State Tested Nurse
Aide (STNA) status Students collectively earned 174 credit
hours. Two students earned Dean’s List
recognition
Sustainability
2.8 FTE’s and $9,318 in subsidy funding Cost per student (tuition, fees, books):
$392Net revenue = $6,574 ROI = 2.4%
References Burns, J. M. (1983). Leadership. N.Y.: Harper and Row. Chickering, A. W. & Gamson, Z. F. “Seven Principles for Good
Practice in Undergraduate Education.” AAHE Bulletin, 1987, 37(7), 3-7.
Coomes, M. D. & DeBard, R. (2004). Serving the Millennial Generation. New Directions for Student Services, 106, 33-72.
Howe, N. & Strauss, W. (2003). Millennials Go to College. Great Falls, VA: American Association of Collegiate Registrars and LifeCourse Associates.
Howe, N. & Strauss, W. (2000). Millennials Rising: The next great generation. New York: Vintage Books.
Johnson, M. A. & Mitchell, A. (2011). An adaptable model that prepares students for college and workforce credentials while in high school. NCPN Connections, 21(3), 7-9.
References Mintzberg, H. (1979). The structuring of organizations. Englewood
Cliffs, NJ: Prentice-Hall. Schein, E. H. (1992). Organizational culture and leadership (2nd ed.).
San Francisco: Jossey-Bass Senge, P. M., & Schein, E. H. (1990). The fifth discipline: The art
and practice of the learning organization. New York: Doubleday. The Career Pathways Effect: Linking Education and Economic
Prosperity. (p. 145) Cord Publications Waco:TX Watkins, S. C. (2005). Hip Hop Matters: Politics, Pop Culture, and
the Struggle for the Soul of a Movement. Boston: Beacon Press. www.sinclair.edu/precollege www.education.ohio.gov uso.edu/opportunities/seniors2soph/index.php
The Trifecta: Earning Workforce Credentials and College Sophomore Status in One YearContact:Mortenous A. Johnson Wilberforce UniversityGraduate Studies [email protected]@gmail.com