Kathy Cooper Washington State Board CTC
Mimi Maduro Oregon Department of Community Colleges & Workforce Development Sandra Schroeder AFT Washington
Jeff Wagnitz Highline Community College
Teresita Wisell Community College Consortium for Immigrant Education
Today’s Presentation
Welcome & Introductions
Overview of Community Colleges
A National Perspective
The Traditional Model
Emerging New Models
Faculty Leadership
“Community colleges are the obvious
staging grounds for trying to close many
of the gaps in American life…They can
close the gap between the immigrant
promise and the immigrant experience
by integrating new Americans into our
national life.”
Dr. Mary Fifield, President
Bunker Hill Community College March 20, 2006 to the
Who are community college immigrant students?
1200 community colleges enroll almost half of all U.S. undergrads
24% of credit students come from an immigrant background
Non-credit classes offered by community colleges:
Adult Basic Education
ESL
Computer skills
Civics Education & Citizenship Family Literacy
Workforce Training and VESL College degree or certificate
Self- improvement – Community Education
One size does NOT fit all
Community colleges across the country provide access to higher education
But…Adult Basic Education, GED classes, and ESL classes are offered in different ways across the U.S.:
In 14 states community colleges offer ABE/GED/ESL classes In 36 states ABE/GED/ESL are also provided by school
districts, community-based organizations or other providers
Challenges facing immigrant students
Difficulty gaining access to higher education
Financial constraints
Limited English proficiency
Limited formal education
Differences in culture/ expectations
Family/work responsibilities
Lack of recognition of credentials, experience and education from their home countries
Minimal access to career pathways from ESL to job skills/academics to employment
Challenges facing community colleges
Rethinking how to meet immigrant population where they are; not by current standards
Responding to varying levels and needs of LEP and remediation
Creating career pathways that overlap ESL and workforce training – minimizing completion time when possible
Developing new funding mechanisms to assist in tuition and program expenses
Proper assessment of skills and strengths of immigrant population and appropriate programs to fill in the gaps
Fostering a climate within the college and the community that recognizes the importance of this work
BLUE RIBBON PANEL MEMBERS
Alamo Community College District, TX
American Association of Community Colleges Bluegrass Community & Technical College, KY Bunker Hill Community College, MA
City College of San Francisco, CA
CUNY, Office of the Vice Chancellor for Community Colleges, NY
Johnson County Community College, KS LaGuardia Community College, NY
Literacywork International Miami Dade College, FL Migration Policy Institute
Montgomery College, MD
National Community College Hispanic Council Northern Virginia Community College, VA Palm Beach State College, FL
Pima Community College, AZ
Queensborough Community College, NY Rio Hondo College, CA
South Texas College, TX
Washington State Community and Technical Colleges, WA
Westchester Community College, NY Wilbur Wright College, IL
Mission:
To raise awareness of the important role community colleges play in delivering educational opportunities to immigrants
To promote and expand the range and quality of programs for immigrant students among community colleges around the country
Current Initiatives:
Raising visibility thru website resources (www.cccie.org), articles, presentations
Sharing promising practices thru online database and report
Providing technical assistance to community colleges and practitioners Expanding advocacy & outreach to promote more effective public policies Founding member of IMPRINT to support career re-entry for foreign
educated/highly skilled immigrants
Download the full
report at
www.cccie.org
A Framework for Supporting Immigrant Student Success: 11 Key Factors
1. Executive-level commitment and follow through
2. Proactive outreach and a welcoming campus environment 3. A community-wide needs analysis
4. The redesign of English as a Second Language programs 5. Comprehensive and culturally sensitive assessment
6. A holistic, integrated approach to student support services 7. A focus on outcomes, evaluation, and sharing data
8. Faculty professional development and participation in curriculum design 9. Development of immigrant student leadership skills
10. Meaningful, multi-sector partnerships
11. An emphasis on program replication and bringing best models to scale
__________ Level 5 __________ Level 4 __________ Level 3 __________ Level 2 __________ Level 1
WORKFORCE
TRANSFER
Gen-ed “gatekeeper” coursesABE/ESL
Dev-ed
Degree &
certificate
programs
Short cert - 1-year cert - Degree - College placement-test CASAS test 1 level below college-level 2 lvls below 3 lvls belowWhat is a Career Pathway?
A series of connected education and training
programs and student supports that enable
individuals to secure a job or advance in a
demand industry or occupations.
So individuals can progress over time to
increased education and wages.
“Higher Learning and Higher Earning for
Goals of Oregon’s Statewide
Initiative
To increase the number of Oregonians with
certificates, credentials, and degrees.
To ease transitions across the education continuum
from high school to community college; from
ABE/GED/ESL to credit postsecondary programs; and
from community college to university or employment.
Career Pathway Roadmaps
Web-based roadmaps that a visual tools for students, job seekers, advisors, counselors to learn about the skills
progression, education, & labor market required for a given occupation.
More than 350 roadmaps across 17 community colleges in Oregon
www.MyPathCareers.org/cp
Statewide Green Career Pathway roadmaps
www.oregongreenpathways.org
Career Pathway Certificates
New state policy started 2007
“Milestone” or “momentum point” to a degree
Courses include competencies required for an
entry-level job or job advancement in a career
12-44 credits
“stackable credential”: all courses build toward a
degree
“On ramps”
VESL programs that lead to a credential
VESL programs that lead to jobs
Oregon Pathways to Adult Basic Skills (OPABS)
Five courses in reading, writing, math contextualized to healthcare, manufacturing, & business/management industries.
WORK-FORCE
TRANSFER
ABE/ESL
Degree &
certificate
programs
I-BESTBridge services
I-BEST Transition advising referral Info & center Welcome Back Center __________ Level 5 __________ Level 4 __________ Level 3 __________ Level 2 __________ Level 1
Bridge
services
Student funding Dev- EdTransition rates: ABE/ESL to credit, 2004 to 2011
0% 5% 10% 15% 20% 25% 30% 35% Qtr 1 Qtr 2 Qtr 3 Qtr 4 Qtr 5 Qtr 6 Qtr 7 Qtr 8 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011Faculty Leadership & Involvement
In conversations with partners & employers
In program & curriculum design
For ongoing faculty training & course development
In assessment of student needs & outcomes
Re-design Elements
Contextualized curriculum
Opportunity to accelerate & receive a certificate or
credential
“Wrap-around” student services; student supports
Opportunity for internship or work experience with a
local employer
Certificates or credentials that are connected to labor
market demand & competencies
