Setting the Pace: Building Capacity for Success with

Career and College Promise Students

Lisa Mabe Eads, Ph.D. Program Coordinator for Career & College Promise,

Public Service Technologies, and Early Childhood Education

North Carolina Community College

System Office

Purpose of the Session • Define Career & College

Promise (CCP)

• Define Generation Z

• Explore teenage brain development

• Gain knowledge about specific techniques to support student success for our youngest college students

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North Carolina has a long history of commitment to dual enrollment opportunities for high school students.

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History of Dual Enrollment in NC

• High School Dual Enrollment Pre-Career and College Promise –Concurrent Enrollment –Huskins –Learn & Earn –Learn & Earn Online –Cooperative Innovative High Schools

• Career and College Promise Legislation was passed in 2011. -- CCP began serving students in January 2012. • In 2012, all existing high school dual enrollment programs were

consolidated and replaced by Career and College Promise.

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Career and College Promise Section 7.1A of S.L. 2011-0145

The purpose of Career and College Promise is to offer structured opportunities for qualified high school students to dually enroll in community college courses that provide pathways that lead to a certificate, diploma, or degree as well as provide entry-level job skills – tuition-free.

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Opportunities within CCP

Career and College Promise (CCP)

College Transfer Pathway (CTP) &

Career and Technical Education Pathway (CTE)

Cooperative Innovative High Schools (CIHS)

All NC HIGH SCHOOL STUDENTS SPECIAL DESIGNATED HIGH SCHOOLS

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Fall CC Dual Enrollment Trends

1993 4228

6099 8317

10507 11642 11878 12452 12695 14097

4620 5842

6843

7715 3845

4970 5683

9001

15730

18348

19341 15469 13698 10196

334

385

557

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

2006FA 2007FA 2008FA 2009FA 2010FA 2011FA 2012FA 2013FA 2014FA 2015FA

OTHER DUAL ENROLLMENT PROGRAMS

CAREER & COLLEGE PROMISE - COLLEGE TRANSFER

CAREER & COLLEGE PROMISE - CAREER & TECHNICAL

COOPERATIVE INNOVATIVE HS

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What do you know about adolescence?

• Describe the typical teenager (14-18). – Write down the

characteristics. – Sort them by

strengths and weaknesses.

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Move Over Millennials… Here Comes Generation Z

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Generation Z

• “Millennials on steroids”

• “Centennials”

• “Homeland Generation” – because they have grown up in post-9/11 America

• Roughly 15-year block starting around 1996 -

making them 5 to 20 years old now (Williams, 2015)

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Generation Z

Generation Z • Digital native X 10

– Generation Z is the first generation to be raised in the era of

smartphones

– Many do not remember a time before social media

– More aware of online privacy issues and the impact of social media

– Strong increase in focus on tech

skills as related to future employment options

(Williams, 2015; Bhattacharya , 2015)

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Generation Z

Generation Z • Growing up in a time of hardship, global

conflict and economic troubles – Often report a desire to find a “safe” or

“sensible” career option

(Williams, 2015; Bhattacharya , 2015)

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Generation Z • Members of Generation Z see themselves

as entrepreneurial. – Despite their interest in entrepreneurship,

members of Gen Z are not very optimistic about their financial prospects.

– Gen Z is still made up of mostly students -- and their relative inexperience may be influencing their expectations.

(Williams, 2015; Bhattacharya , 2015)

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Don’t Confuse Generation Z with Millennials

Generation Z Millennial • Communicate with text • Share things • Focus on the present • Optimists • Want to be discovered • Luxury shoppers • Retention driver: money

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• Communicate with images • Create things • Future focused • Realists • Want to work for success • Frugal Shoppers • Retention driver: career

advancement

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Generation Z

The Teenage Brain

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The Teenage Brain • The teenage brain:

– Is still developing

– Has greater capacity to learn and create (than adult brains do)

– Parts of the brain that control impulses and emotions are not yet mature

• Emotion (Amygdala – midbrain) – Passionate, committed, but over reactive

– Judgment (including long term consequences) is

the last to develop (Prefrontal Cortex)

• Example: High school students may not fully understand the impact of failing a college course.

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Time Lapse Imaging of Brain Maturation

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Brainstorm

“Life is on fire” during the teen years. (Siegel, 2013)

• Brainstorm: The Power and Purpose of the Teenage Brain by Dr. Daniel Siegel (a psychiatrist at UCLA)

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The Teenage Brainstorm • The teen brain seeks out the

new and novel. – increased power in the brain’s

reward circuitry creates a natural urge to explore the world, to try new things and ways of being

– The downside…can be taking dangerous impulsive risks

– The upside…open to change and a sense of adventure

(Goleman, 2014; Siegal, 2013)

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The Teenage Brainstorm • The teen brain is intense.

– Can mean moodiness and over-reactivity – Intensity creates energy and a zest for life

• The teen brain is creative.

– Openness to the new combines with the teenager’s acquisition of reasoning, abstract thinking

– Can lead to out-of-the-box innovative thinking and creative exploration of life’s possibilities

(Goleman, 2014; Siegal, 2013)

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Why is adolescence such an important time for brain development?

• During the teenage years, our brains are both more powerful and more vulnerable than at any other time of our lives.

• They're powerful because teenagers and children have more synapses—connections between brain cells—than adults do.

(Perkins-Gough, 2015)

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The Teenage Brain

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The Teenage Brain

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The Teenage Brain

Why is adolescence such an important time for brain development?

• Teenagers are able to learn much more efficiently than adults, with less effort.

• That creates a huge opportunity - an optimal time window when teenagers can grow their cognitive strengths and work on their weaknesses.

(Perkins-Gough, 2015)

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Techniques to Support CCP Student Success

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The Adolescent Brain & College /Career Readiness

“Treat people as if they were what they ought to be and you help them become what they are capable of being.” – Johann Wolfgang von Goethe Learners need an experience that treats them as if they are successful, intelligent, productive, respected members of society.

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The ESSENCE of the Adolescent Mind

ES- Emotional Spark SE- Social Engagement N- Novelty CE- Creative Expressions

(Siegel, 2013)

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Counselor, Advisor, College Liason, & Teacher as Facilitator

The learner needs to believe that: – they are capable of learning – the learning will somehow further the

purpose of their lives – they are able to suffer and live through

the emotional risks associated with engaging in learning.

Facilitator of Learning – No longer the “source of all knowledge” – Motivator – Inspirer – Encourager

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The ESSENCE of the Adolescent Mind

(Siegel, 2013)

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CCP - Intentional Advising & Intentional Teaching

•Advisors as Facilitators – Students should be actively involved in advising.

•Students need opportunities to be involved in decision-making from the beginning.

– Understand the options (transfer vs. career/technical options) – Understand the consequences/outcomes of choosing courses – Students should be co-constructors of educational plans

• Students need to be allowed to explore career opportunities early in the academic career

– Interest + Transfer – Shadowing opportunities in career classes

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ES •Connectedness

•Leadership

Opportunities

•Mentoring Opportunities

•Self-Knowledge Activities

SE •Group/Peer Tutoring

Sessions

•Academic Based Clubs

•Utilize Technology

N •Career/College

Exploration

•Virtual Field Trips

•Simulated College Experience

CE •Co-Constructor of

Academic Plans

•Guided problem solving

•Critical Thinking

The ESSENCE of the Adolescent Mind – Student Support

(Siegel, 2013) 4/2/2016 35

CCP Student Support • Supports and learning opportunities for CCP students

should: – allow students to feel connected and valued – acknowledge the student’s role in the process – be individualized – include opportunities for collaborative

planning/advising – integrate technology and social media when possible – include opportunities for motivation and reward -

close in time/proximity to reinforce intrinsic motivation

– connect to real world experiences for career planning 4/2/2016 36

Connecting Student Support with Targeted Generational and Developmental

Understanding • Generational and developmental considerations should

be applied when creating systems of support for CCP students.

– Do faculty, staff, and/or others on your campus have an understanding of Generation Z and Teenage Brain Development?

• If not, is there a plan to provide this information for those working directly with CCP students?

– Do CCP students have an understanding of generational and developmental norms for their age group?

• If not, what is the plan to provide this information to CCP students to support their need to be involved and engaged in their own educational plan/pathway?

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Making the Connection

• Invest time and talent in effective mentoring. – Do you use CCP students as peer

mentors?

– If your college has a mentoring program for students, does it have special considerations for CCP students?

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One Last Thought…

How can your role/responsibilities support optimal success of CCP students?

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For more information: Lisa Mabe Eads, PhD. eadsl@nccommunitycolleges.edu 919.807.7133 http://www.nccommunitycolleges.edu/academic-programs/career-college-promise

References **Special thanks to Mary Olvera for sharing her brain development research for this presentation.** Goleman, D. (2014). Why every teen and their parents need a brainstorm. Retrieved from http://www.huffingtonpost.com/dan-goleman/why-every-teen--and-their-parents-need-a-brainstorm_b_4576095.html Kelly, P. (2012). The brain in the jar: a critique of discourses of adolescent brain development. Journal of Youth Studies, 15(7), 944-959. doi:10.1080/13676261.2012.693596 Olvera, M. (2014). The adolescent brain: Meeting the needs of our youngest learners. Asheville, NC. Perkins-Gough, D. (2015). Secrets of the teenage brain: A conversation with Frances E. Jenson. Retrieved from: http://www.ascd.org/publications/educational-leadership/oct15/vol73/num02/Secrets-of-the-Teenage-Brain@-A-Conversation-with-Frances-E.-Jensen.aspx National Institute of Mental Health (NIH). (2011). The teenage brain: Still under construction. Retrieved from http://www.nimh.nih.gov/health/publications/the-teen-brain-still-under-construction/teen-brain.pdf Siegel, D.J. (2013). Brainstorm: The power and purpose of the teenage brain. New York, NY. Penguin Random House Company. Siegel, D.J. (2013). Brainstorm: The power and purpose of the teenage brain. (Video: Family Action Network) Retrieved from http://www.youtube.com/watch?v=kH-BO1rJXvQ Spinks, S. (2000). Adolescent are a work in progress: Here’s why. Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/adolescent.html

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References Sullivan, P. (2011). A lifelong aversion to writing: What if writing courses emphasized motivation? Teaching English in the Two-Year College, 39(2),118-140. Thompson, P. (2014). The adolescent brain: Why teenagers think and act differently. Retrieved from www.edinformatics.com/news/teenage_brains.htm Williams, A. (2015). Move over Millennials, here comes Generation Z. Retrieved from: http://www.nytimes.com/2015/09/20/fashion/move-over-millennials-here-comes-generation-z.html Williams, K.C. & Williams, C.C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal. Worley, K. (2011). Educating college students of the net generation. Adult Learning, 22(3), 31-39. Tetley, J. (n.d.) Advising as intellectual inquiry. Roanoke College. Turner, P. M. (2009). Next generation: Course redesign. Change, 41(6), 10-16.

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