Transformation Agenda Peer Learning SummitJanuary 15, 2014

Designing Accelerated Pathways 

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Designing Accelerated Pathways

Janet Harrington Project Manager Cape Cod Community College

Kate SweeneyDean, Health and STEM Middlesex Community College

Accelerated Learning, Courses and

Pathways

Janet Harrington, Project ManagerMCCWDTA Grant

Cape Cod Community College

Accelerated Learning Concepts

• Learning & Retention

• Courses: 40-45 hours = 3 credit s

• Programs: “Terms” vs “Semesters”

• Delivery Methods: Classroom, Hybrid, Online, Weekends

• Career Pathways and Stackable Programs

Research, Studies and Higher Education Implications

• “The Influence of Session Length On Student Success, ” Santa Monica College: Peter Geltner, PhD, Dean of Institutional Research, & Ruth Logan, Research Associate

446,000 student enrollments (1994-1999), based on: 6 wk, 8 wk and 16 wk enrollments concluded: Students in 6-week compressed sections had higher success rates than those in same courses during 16 week semesters.

“Impact of Course Length on Student Learning” Adrian Austin and Leland Gustafson, Economics Professors, University of West Georgia

45,000 students (2001 – 2004) , 4 wk, 8-wk and 16 wk courses: Learning peaked at 4 wk courses and higher grades reflected a real increase in knowledge and not the result of “lowering the bar”

“Accelerated Learning in Colleges and Universities”, Raymond Wlodkowski, Regis University, Denver, CO

11, 500 Adults Students at 3 Universities(2001-2002) --Completion rates = 40% in 8 week courses (vs 38% with traditional 16 week courses)

Benefits of Accelerated Adult Learning

• Completion of Courses: Students more often complete an 8 week course (fewer outside/life issues impact enrollments in 4-8 week periods)

• Degree Completion/Retention Rates Increase: More ‘entry’ times & terms to catch up on courses and re-enter faster (5-6 terms per year vs 2 for 16 week semesters) if a student is forced to drop a course

• Learning: Studies find students retain material better and for a longer period of time in 8-week terms (intensive studying and pace) and even more if in “Cohort Groups” (students learn more as a team)

• Online, Hybrid, Weekend, 8-Week Courses: Total numbers of credit hours earned by adults per year are greater if more terms and options are offered .

Empowers students to go from part time to full time status.

• Workforce Pathway Options: Certificates and “Certifications” increase enrollments and degree graduation rates (CPC, MCSE, CNA, NACPB, CMA)

Considerations

• Marketing/Recruitment• Faculty• Teaching loads & Scheduling• Student: Personality ~ Learning Style ~

Life• Financial Aid & Finance Office• Co-existing with 16 week semesters• Increases Enrollments, Retention &

Graduation Rates at College

Designing an Accelerated, Stackable Pathway

Workforce Developme

nt

Accelerated Alternative Scheduling

Academic Skills

Opportunity

The Academy of Health Professions offers

Choosing to learn, finding a path

Enter workforce as a Medical Office Administrator or Phlebotomist with option to continue studies

Academy of Health Professions Career Pathway

Clinical Lab Assistant, Medical Assistant

4 modules

Phlebotomy, Medical Office Administration

1- Basic A & P, ENG 0712- Phleb. or MOA courses

3-Math, Psychology, Phleb ext. 2-

Program Option

Level III

Level II

Level I

Academy Levels Exit Employment Options

Enter workforce with option to continue studies

CNA, Medical Receptionist1- Essential Skills, ENG 060

2- Med. Terminology, CAP 1003-NA or Med Rec. courses

Enter workforce as a CNA  or Medical Receptionist with option to continue studies

Key Components

Acceleration Cohort model Case

Management

Integrated career

counseling

Build Academic

Skills

Career Specific Courses

• Acceleration– Modular curriculum– 8 week sessions vs 15 week semesters– Offered day, evening and weekend

• Supports– Cohorts– Increases engagement through dedicated advising– Career counseling

• Curriculum– Offers career and academic courses as a cohesive program of study

Acceleration and Multiple Entry Points

SPRING 1 20132/11 – 4/20/13

SPRING 2 20134/29 – 6/29/13

SUMMER – 20137/1 -8/24/13

FALL 1 - 20139/3 – 10/26/13

FALL 2 - 201311/4 – 1/11/14

SPRING 1-20141/20 -3/15/14

Level I – Mod 1

Level I – Mod 2

Level I – Mod 3

Level 3 – Mod 2

Level 3 – Mod 3

Level 2 – Mod 1

Level 3 – Mod 4

Level 2 – Mod 2

Level 2 – Mod 3

Level 2 – Mod 1

Level I – Mod 2

Level I – Mod 1

Level I – Mod 3

Level 3 – Mod 1

Level 3 – Mod 2

Level 3 – Mod 3

Level 2 – Mod 2

Level 2 – Mod 3

Level I – Mod 1

Keys and Challenges

• Design and Implementation– Consider employer

needs– Utilize Advisory Boards– Establish a steering

committee– Develop and revise

systems to support innovative and flexible schedule to better meet student needs

– Consider entry criteria– Establish supports

• Challenges– College approval

process – Board of Higher

Education requirements– Financial aid approval

process– Section 30 and ITA

approval process– Financial Aid

• Strict federal guidelines

– Course scheduling: Room availability; Type of space

Questions?

This workforce solution is 100% funded by a grant awarded by the U.S. Department of Labor, Employment and Training Administration, TAACCCT grant agreement # TC-22505-11-60-A-25.The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership. Massachusetts Community Colleges are equal opportunity employers. Adaptive equipment available upon request for persons with disabilities. This work is licensed under a Creative Commons Attribution 3.0 Unported License CCBY3.0 http://creativecommons.org/licenses/by/3.0