mnscu two-year institutions: policies that impact the transitioning abe learner thursday, august 16,...
TRANSCRIPT
MNSCU TWO-YEAR INSTITUTIONS:
POLICIES THAT IMPACT THE TRANSITIONING ABE LEARNERThursday, August 16, 2012/ ABE Summer Institute
WELCOME! Please feel free to ask questions throughout the
session. Five minutes will be provided at the end of this
presentation to complete a session evaluation. This helps us improve the presentation for future audiences.
In addition to the five minutes to complete the session evaluation, we will provide an additional five minutes before the end of this session to update your Personal Education Plan. This should be located in the folder you received at registration.
This presentation was designed with the assumption that the audience knows very little about the MnSCU system
OBJECTIVESAt the end of this session…
Participants will have familiarity with the organizational structure of the MnSCU system
Participants will have knowledge on the number of ABE consortia that are partnering with MnSCU institutions
Participants will have a basic understanding of some of the MnSCU policies that have a particular impact on Adult Basic Education learners
HELPING ABE LEARNERS… You can help Adult Basic Education
learners by having a better understanding of one of the systems they might be trying to transition to.
You don’t have to have the knowledge that a college counselor has but it is helpful to have some general knowledge to help guide them.
THE MnSCU SYSTEM
STOP!
Before we go any further, can anyone
tell me what MnSCU means?
MnSCU
Minnesota State Colleges and Universities
FORMATION OF THE SYSTEM
The law creating the system was passed by the Minnesota Legislature in 1991 and went into effect July 1, 1995. The law merged the state's community colleges, technical colleges and state universities into one system.
Instead of three separate governing boards and three chancellors, there is now one board and one chancellor for the entire system.
http://www.mnscu.edu/about/index.html
SYSTEM ORGANIZATIONAL CHART
BOARD OF TRUSTEES
The Minnesota State Colleges & Universities system is governed by a 15-member Board of Trustees. Trustees are appointed by the governor. Twelve trustees serve six-year terms, eight representing each of Minnesota's congressional districts and four serving at large. Three student trustees - one from a state university, one from a community college and one from a technical college - serve two-year terms.
The Board of Trustees selects the system chancellor and has broad policy responsibility for system planning, academic programs, fiscal management, personnel, admissions requirements, tuition and fees, and policies and procedures.
THE MnSCU SYSTEM
There are 31 institutions within the MnSCU
system.
24 two-year colleges 7 state universities
http://www.mnscu.edu/about/index.html
THE MnSCU SYSTEM
There are 54 campuses within the MnSCU system.
54 Total Campuses -10 University Campuses
44 Community and Technical Campuses
THE TWO-YEAR INSTITUTIONS
THE TWO-YEAR COLLEGES
Why is Adult Basic Education in Minnesota focused on moving adult learners to MnSCU’s two-year community and technical colleges?
1. RESEARCH (Washington State Study)
A study…that tracked the educational and labor market outcomes of the system’s basic skills students found that students who went on to earn at least one year of college-level credit and a credential within a five-year period earned substantially more than students who did not make it to that “tipping point” (Prince & Jenkins, 2005).
RESEARCH CONTINUED The study also found, however,
that few basic skills students advance to college-level courses, much less reach the tipping point.
* The ability to earn a credential or certificate in as little as one semester means students can get into their professional field of interest sooner, rather than later.
RESEARCH (Georgetown University) Why do we need individuals entering
their professional field of interest sooner, rather than later?
A report from the Center on Education and Workforce found: By 2018, 70% of jobs in Minnesota will
require post-secondary education Minnesota ranks 3rd in post-secondary
education intensity for 2018Anthony P. Carnevale, June 2010
2. AFFORDABILITY
3. OPEN ADMISSIONS POLICY
All of the MnSCU system's two-year community and technical colleges have an open admissions policy- take students where they are at…get them to where they need to be…
Two-year colleges do not require new students to take a college entrance exam (such as the ACT or SAT), students are required to take a placement test to determine which level of courses are appropriate for them.
www.getreadyforcollege.org
4. TRANSFERABLE CREDITS The Adult Basic Education population is
mobile. If a learner starts at one two-year community college in Minnesota and they move to another community they are likely to be near another MnSCU institution.
Minnesota Transfer Curriculum Technical credits shelf life U Select and mntransfer.org Articulation Receiving institution determines credit transfer
5. CONNECTION TO THE LOCAL LABOR MARKET
Programming aligns to employer needs in the region (Local Labor Market Driven)
Access-there are 44 campuses throughout Minnesota
Industry connections to colleges for hiring
AND IF THAT ISN’T ENOUGH…
Community colleges play an important role in helping people transition between careers by providing the retooling they need to take on a new career. Barack Obama
A CLOSER LOOK
TWO-YEAR MnSCU COLLEGES
There are 5 community colleges.
There are 5 technical colleges.
There are 14 consolidated colleges (community and technical)
ABE / MnSCU TWO-YEAR COLLEGES
There are 24 two-year MnSCU institutions. Adult Basic Education is co-located at 18 of the 24.
There are 44 campuses. Adult Basic Education is co-located on 26 of the 44 campuses.
HOW ARE WE DOING?
STATE AVERAGE
BARRIERS TO TRANSITIONING LEARNERS
POLICIES THAT IMPACT LEARNER TRANSITION
MnSCU POLICIES TO UNDERSTAND
MnSCU policies can be found at: http://www.mnscu.edu/board/policy/
Adult Basic Education learners, and others, can become confused about assessment, developmental education, academic programs.
These policies help clarify some of the issues: Policy 3.3 Assessment for Course
Placement Policy 3.36 Academic Programs
Assessment for Course Placement
Policy 3.3
Part 1. Purpose.
The purpose of this policy is to improve student success in college and university courses through student assessment and course placement that addresses reading comprehension, written English, and mathematics knowledge and skills.
Part 2. Course Placement AssessmentSubpart A. College and University Policy. Each college and university shall develop and implement a course placement policy that addresses how student knowledge and skills shall be assessed for course placement decisions according to Procedure 3.3.1 Course Placement.
Part 2. Course Placement AssessmentSubpart B. System-Endorsed Placement Instrument. The chancellor shall select the system-endorsed placement instrument for assessment of reading comprehension, written English, and mathematics according to Procedure 3.3.1 Course Placement.
Assessment for Course Placement
Procedure 3.3.1
Part 1. Definitions.
Subpart A. College-level courses. A college-level course is a college or university course that meets college-level standards. Credits earned in a college-level course apply toward the requirements of a certificate, diploma, or degree.
Remember the term “college-level” A learner doesn’t have to necessarily be
“accepted” into a two-year community or technical college. They have “open admissions”.
If a learner does not meet the “college-level” cut scores then many of them are placed in developmental education.
Even if a learner does meet college-level cut scores they may not meet the requirements to enter their program of choice.
Part 1. Definitions ContinuedSubpart B. Developmental-level course. A developmental-level course is a course designed to prepare a student for entry into college-level courses. Developmental-level course credits do not apply toward a certificate, diploma, or degree.
Part 6. Course Placement, sub part BThe following course placements based on Accuplacer subtest scores indicate that a student is ready for introductory college-level courses. A student who obtains the minimum score or higher shall be placed in the corresponding college-level course(s).
3.3.1 Assessment for Course Placement
The Old “Ability to Benefit”
Degree seeking individuals, 18 years of age or older, who have not earned a high school diploma, GED, or have not earned 60 hours of college credits must demonstrate they have the ability to benefit from a college education.
6 college credits or assess high enough in an ATB exam like Accuplacer…
Colleges vary in acceptance of ATB students
Accuplacer/TABE –different purposes TABE is norm-referenced Accuplacer is criterion referenced
TABE identifies skill deficiencies Accuplacer is a placement exam
Academic Programs
Policy 3.36
Part 2. Definitions.
Subpart A. Academic award. Academic award means a certificate, diploma or degree.
Subpart B. Academic program. Academic program means a cohesive arrangement of college-level credit courses and experiences designed to accomplish predetermined objectives leading to the awarding of a degree, diploma, or certificate. Undergraduate degree programs shall include a general education component.
For more information:
Julie DincauABE Transitions
SpecialistMinnesota Department
of Education651-582-8681
Karen HynickSystem Director
College Transitions MnSCU
nscu.edu
ADULT BASIC EDUCATION (ABE)
MINNESOTA STATE COLLEGES AND UNIVERSITIES (MnSCU)