Final 2+2 aiea cgacc workshop san fran 201116 revised


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  • The US patterns have largely tracked this persistent growth.
  • Final 2+2 aiea cgacc workshop san fran 201116 revised

    1. 1. &<br />2+2: Community Colleges and Universities Working Together<br />American University The Alamo Colleges<br />Green River Community College<br />CGACC<br />Fanta Aw<br />Carol Fimmen <br />Ross Jennings<br />Zepur Solakian<br />Welcome to the 2+2 Workshop<br />February 20, 2011<br />
    2. 2. Workshop Outline<br />Current Global Market Trends<br />Overview of Trends and Future Directions<br />Strategic Planning and Implementation<br />Assessing Campus Readiness<br />Implementation Phases<br />Evaluation and Growth<br />Models and Approaches <br />Group Work Activities and Reporting Out<br />
    3. 3. Global Market Trends<br />Growth in international higher education<br /><ul><li>OECD and UNESCO have forecast the demand for international education could increase to 4m students by 2015 and to 6.4m students by 2025.(Borrowed from SG Slide)</li></li></ul><li>Global Market Trends<br />Market environment – secure demand growth<br /><ul><li>Student enrollment into university-level education increased by more than 20% on average in OECD countries between 1995 and 2008 (Education at a Glance 2010, OECD 2010). (Borrowed from SG Slide)</li></li></ul><li>Global Market Trends<br />Factors driving growth<br /><ul><li>The world’s population is growing
    4. 4. Growing middle class
    5. 5. The global move to a knowledge-based economy
    6. 6. Capacity shortfall - domestic universities in many countries are unable to meet demand of a growing middle class
    7. 7. Funding shortfall - universities increasingly recognize the financial and cultural value of international students.
    8. 8. Skills shortfall - governments and employers require higher level skills and talent to support economic growth.
    9. 9. Increasing competition in labor markets</li></li></ul><li>Global Market Trends<br />IIE<br />
    10. 10. U.S Market Trends<br />U.S. share has fallen from 28% to less than 20% in less than 10 years<br />Recent healthy year-on-year increases (7-8%) mask the underlying problem<br />Why?<br />Complex post-9/11 student visa to U.S.<br />U.S. education too costly<br />Competitors, such as Australia, UK and France, increased market share during the same period<br />Canada, Spain and China “Newcomers” have seen rapid growth<br />Decline in opportunities in U.S. for students (Indian Market)<br />
    11. 11. Global Market Trends<br />National recruiting campaigns:<br /><ul><li>Australia: “Live, Learn and Grow“, Australia Education International has 25 offices in 17 countries
    12. 12. Germany: “Land of Ideas“, DAAD has 64 offices worldwide
    13. 13. France: Campus France has 100 Offices in 75 countries
    14. 14. UK: “Innovative, Individual, Inspirational“, British Council has offices in more than 100 countries
    15. 15. United States: Lacks a coordinated national strategy, institutions recruit individually. But: Over 400 advising centers some in US embassies and consulates</li></li></ul><li>U.S Market Trends<br />
    16. 16. U.S Market Trends<br />
    17. 17. Ponder this!<br />What do we need to do the gain U.S market share back and stay globally competitive?<br />
    18. 18. Assessing Campus Readiness<br />Assessing Campus Readiness and Climate (focus on Culture, Structures, Curriculum, Politics, Resources)-<br />Institutional recruitment and internationalization goals (1 and 5 year perspectives)<br />SWOT assessment <br />
    19. 19. Assessing Campus Readiness<br />What is the Campus Culture?<br />Perceptions<br />Assumptions<br />Politics<br />Who are the Main Stakeholders?<br />Faculty, Administrators, Others?<br />What are the Drivers/Rationales?<br />Economic, Political, Educational, Others?<br />
    20. 20. Assessing Campus Readiness<br />Who are the Champions?<br />Have you done a SWOT Analysis?<br />Strength, Weaknesses, Opportunities, Threats <br />Programs/Curriculum<br />Recruitment outcomes<br />Resources<br />Other?<br />
    21. 21. Basic Concept of 2 + 2<br />Discipline specific<br />Lists courses to be taken at the community college<br />University agrees to accept transfer courses as part of degree requirements<br />Student can graduate in four years – two at community college and two at university<br />Implementation<br />
    22. 22. Stakeholders and Opportunities<br />International Students – degree in four years with first two at the community college<br />Parents – first two years less expensive<br />Community college – recruiting tool<br />University – qualified transfer students<br />Implementation<br />
    23. 23. Phases<br />Determine discipline(s)<br />Establish relationships<br />Review university requirements<br />Review community college offerings and requirements<br />Establish an agreement<br />Implementation<br />
    24. 24. Challenges<br />(most difficult part)<br />Courses university will accept as transfer<br />Courses required by community college for associate degree<br />Implementation<br />
    25. 25. Challenges<br />Associate of Arts or SciencesUniversity must agree to accept degree as meeting general education requirements<br /> Discipline specific requirements <br />Implementation<br />
    26. 26. Discipline Specific Requirements<br />Community college requires a specific course that university will not accept as lower division credit<br />University requires a course in the first two years that community college does not offer<br />Implementation<br />
    27. 27. Challenges<br />Associate of Applied Sciences<br /> Community college may not require breadth and university cannot accept as meeting general education requirements<br />Implementation<br />
    28. 28. Discipline Specific Requirements<br />Can a program be developed for acceptance of more lower division courses in the major and the student will complete general education requirements after transfer?<br />Implementation<br />
    29. 29. 2 + 2 Agreement (1)<br />Between community college and university by discipline<br />Complete bachelor’s degree requirements in four years = 2 + 2<br />Detailed list of courses to be taken at the community college - by semester<br />Implementation<br />
    30. 30. 2 + 2 Agreement (2)<br />Satisfy university requirements for transfer admission<br />University agrees to accept all transfer credit towards degree requirements<br />Complete the degree with two years at the university<br />Implementation<br />
    31. 31. Articulation and 2+2 agreements provide additional higher education opportunities for international students.<br /> It is essential that four-year universities and community colleges work cooperatively to ensure a seamless transition for these students.<br />Implementation<br />
    32. 32. Other Considerations<br />Possible “conditional guaranteed admission” at time of CC admission<br />Define prospective benefits to both parties<br />Defining marketing advantage of agreement ( prestige, scholarship, internship, unique programs)<br />Timeline construction, implementation, evaluation and sunset clause<br />
    33. 33. Other Considerations<br />Identify development and maintenance activities ( website, ads and reporting)<br />Variation on theme 1+1+2 programs (3 schools)<br />Variation on theme 1+3, 1+4, 2+3 programs ( 2 schools)<br />
    34. 34. Assessment/metrics<br />Build target(s) into program (reality check)<br />Tracking system<br />Reporting system<br />Periodic reports and evaluation<br />Advance agreement on sunset provision<br />Evaluation & Growth<br />
    35. 35. Evaluation and Growth ~<br />Assessment/metrics<br />defining success <br />determining potential expansion<br />Evaluation & Growth<br />
    36. 36. Defining success<br />The metrics, tracking and reporting systems should clearly tell the story<br />Other success factors (political – must support noncompetitive school by building agreement; more efficient transfer)<br />Being ok with failure<br />Evaluation & Growth<br />
    37. 37. Determining potential expansion<br />Market (How many additional students want the product?)<br />Capacity (both sending CC and receiving university)<br />Quality (How is the program doing?)<br />Effort/cost to expand & run the program<br />Evaluation & Growth<br />
    38. 38. Models and Approaches<br />Models and Approaches<br />VISUAL MAPPING<br />
    39. 39. 2+2 Publication by CGACC<br />
    40. 40. 2+2 Publication<br />
    41. 41. University & Consortium Page<br />
    42. 42.
    43. 43. In Progress!<br />Joint Statement<br />This joint statement enables international students starting at any of the community colleges listed the option to transfer to any of the universities listed on this page. Students must meet the admission requirements of the university they are choosing to transfer to. *<br />
    44. 44. 2+2 Website<br />
    45. 45. Joint Videos & Social Media<br />
    46. 46. Group Work/Activities and reporting out<br />Objective: Work in small group to map out strategic plan and key questions to be resolved <br /> ( 3 groups)<br />Climate and readiness issues<br />Implementation issues<br />Group Work Activities <br />and Reporting Out<br />