COMMUNITY COLLEGE/CAREER COLLABORATION
Co-Enrollment/Revenue-Sharing Model
“The NOVA Way”
Toolkit Guide
This toolkit includes a number of documents and worksheets intended to facilitate the adoption of a co-enrollment/revenue-sharing model by community colleges and Goodwills. Some of the content is descriptive, providing
information about how Northern Virginia Community College (NOVA) has operationalized this approach with a number of nonprofit partners. Other tools are blank worksheets meant to help the user think through the application of the model in his or her location.
In using these tools, it is important to recognize that any approach must be adapted to fit with the unique context in which it is developed. Factors
influencing this need for individualization of the model will include (but are not limited to) institutional capacity, history and culture of the partners, leadership, available resources and assets, funding opportunities, accreditation
requirements, labor market needs, etc.
This toolkit may be used in conjunction with similar tools modeled after Goodwill® partnerships in northwestern North Carolina and San Antonio, TX.
For more information:
Brad Turner-Little
Director of Workforce Development Goodwill Industries International [email protected]
This toolkit includes:
1. Subject Brief: NOVA WAY Profile
This brief provides a general description of the nonprofit-community college partnership model used by NOVA. The core components of the model are described in detail. These include pooling of competencies, seamless co-enrollment, facilitative staffing and revenue-sharing. The profile also includes information about the six active partnership sites.
2. Co-Enrollment Model Planning Tool
This tool provides points to consider when planning for the launch of a new partnership. It is organized into the following six topical sections:
Understanding the Situation and Agreeing On Shared Goals Inventory of Assets and Resources
Target Population(s) Business Engagement Roles and Responsibilities
Facilities and Equipment Assessment
3. Logic Model Diagram for NOVA Partnerships
This simple logic model diagram lays out the resources contributed by NOVA and its partners, sources of funding, the joint strategy, shared outcomes and influencing contextual factors. Organizations working to develop their own initiative based on this model might find it useful to adapt this diagram format to their specific situation.
4. WIN-WIN Proposition Example and Tool
It is essential that both partners reap value from these partnerships and that they are able to articulate that value to internal and external audiences. This tool was developed to help organizations consider and present this mutual benefit. It includes the example of the Goodwill of Greater Washington (DC) partnership with NOVA, as well as a guided tool for developing win-win propositions for new initiatives.
5. Revenue-Sharing Business Model NOVA Example and Tool
This tool for assessing the business case for a co-enrollment/revenue-sharing partnership is another way of expressing potential value to be gained by a college partner. It includes an example from a NOVA
6. Revenue-Sharing Model Capacity and Asset Checklist: NOVA Example and Tool
When developing these partnerships, it is helpful to consider the range of assets and resources that each partner might be positioned to contribute. This checklist presents a set of assets and competencies that are important to the functioning of this type of partnership. It asks the user to identify the organization(s) that are able to contribute each asset and competency to the initiative. The tool is also meant to identify competencies that might be absent so as to prompt additional thinking about how they might be developed or obtained. The tool includes an example from a NOVA partnership.
7. Process Map Tool
This process map is a tool for forming new community college and nonprofit job training co-enrollment alliances. It lays out seven development steps, includes notes from NOVA’s experience of each step, and asks the user to input timelines and assign staff responsibilities.
8. Joint-Project Planning Tool: NOVA Example and Tool
Partnering with a college to enroll students in credit-bearing courses has many complexities. Program management will necessarily involve a number of different departments within a college, each of which has administrative processes that must be followed. Action steps have to be carefully planned out to meet approval processes, academic and financial aid deadlines, and other institutional and accreditation requirements. Navigating the college system can be very challenging to community-based organizations unfamiliar with the college bureaucracy. To deal with this issue, NOVA and its initial partner, Northern Virginia Family Service (NVFS), developed a joint-project planning chart to be used for each training cycle. This chart has been adapted to be used as a planning tool for other partnerships. The tool helps the partners plan for a training cycle by asking program managers to state objectives for the cycle, list action steps, set dates for completion of each action step, establish institutional lead accountability and identify individuals responsible for every task. The specific action steps pertaining to NOVA’s partnerships are provided as a guideline because they are considered typical of most college systems. Each initiative will have to review and possibly adjust these steps to match their program and college.
9. Sample Cohort Document File Checklist and Sample FAFSA Checklist
These two checklists also are related to cycle planning and administration. NOVA and its partners use the COHORT DOCUMENT FILE CHECKLIST as a tool to ensure that action steps are completed and
administrative files include all documents as required by its accrediting body (Southern Association of Colleges and Schools.) The FAFSA CHECKLIST is used by staff to ensure that each applicant’s financial aid package is complete. Users should work with their partners to develop checklists that fit with the institutional and accreditation requirements of the colleges with which they partner.
10. NOVA Staffing Model
As described in the profile of the NOVA model, this college has positioned its personnel resources to facilitate the development and operations of its nonprofit partnerships. Initially, the college assigned one part-time employee to act as “College Liaison” for the Training Futures programs (partnership with NVFS). Now, with five active partnerships, a sixth in development, and a commitment to further growth of the strategy, NOVA has created an office of Community-Based Organization Initiatives. This office includes four dedicated staff. In addition, NOVA recently assigned college counselors to work with participants to facilitate their transition to mainstream college upon completion of a nonprofit program. A pilot of this counseling project produced impressive results and compelled the college to make additional investments in this service. The NOVA staffing model included in this toolkit provides role descriptions of for these positions at the college.
11. NOVA Memorandum of Understanding Template
This standard Memorandum of Understanding template is used by the college to formalize its contractual relationship with its community-based partners.
12. Ten Tips For Repurposing or Building Out New Space
This one-page list of tips is derived from advice given by Goodwill Industries® of Northwest North Carolina (Winston-Salem). A full toolkit based on the Northwest North Carolina Goodwill’s asset-sharing model for community college partnering has also been developed as a part of the Community College/Career Collaboration (C4) initiative.
COMMUNITY COLLEGE/CAREER COLLABORATION
Co-Enrollment Revenue-Sharing Model:
Northern Virginia Community College
Goodwill Industries International, Inc. Published: August 13, 2014
Version: 1.0
Northern Virginia Community College (NOVA) works with a number of nonprofit organizations to make community college more accessible to a greater number of adults and youth in its suburban-Washington, DC, service area. Students who are co-enrolled at NOVA and a partnering nonprofit organization are able to access a range of supportive services while earning college credits. Courses are held at the partner’s site and are taught by staff members who act as adjunct college professors. The college compensates the partner for the use of its facilities and for paying adjunct instructors. Payment amounts are based on the total tuition accruing from the on-site programs at the organization. The partners work together to access financial aid for all students who qualify so that courses are offered at no or only nominal cost.
The first of these partnerships was Training Futures, a six-month office
occupations training and business immersion program established by Northern Virginia Family Service in 1996. Modeling additional partnerships after Training Futures, NOVA now collaborates with five other organizations. The most recent of these is a new initiative with Goodwill® of Greater Washington (DC), set to launch in fall 2011.
For more information:
Brad Turner-Little Director of Workforce
Development, Goodwill Industries International
Bill Browning
Workforce Development, Northern Virginia Community College
Colleen Paletta
Vice President, Workforce Development,
Goodwill of Greater Washington [email protected]
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The information contained in this document represents the current view of Goodwill IndustriesInternational on the issues discussed as of the date of publication. This document is for informational purposes only. Goodwill Industries International makes no warranties, express or implied, in this document.
Goodwill® and Goodwill Industries® are registered trademarks. Other product and company names mentioned herein may be the trademarks of their respective owners.
Goodwill Industries International • 15810 Indianola Drive • Rockville, MD 20855 • USA
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Co-Enrollment Revenue-Sharing Model: Northern Virginia Community College
“Northern Virginia Community College (NOVA) must expand its capacity and create educational opportunities that reach all Northern Virginians, from all backgrounds, and become the gateway to the American Dream for tens of thousands who otherwise would be left out.” — NOVA Strategic Vision 2015: Gateway to the American Dream, November 2007
Like many urban and suburban community colleges throughout the United States, NOVA strives to meet the educational and workforce development needs of the very large and diverse community that it has been charged to serve. As the largest educational institution in Virginia, and one of the largest community colleges in the nation, NOVA plays a vital role in addressing a broad range of needs in its suburban Washington, DC, service area. It must respond to the demands of businesses looking for qualified workers, students heading toward four-year colleges and universities, and youth and adults who seek the training and credentials needed to advance in the labor market. Recognizing that a uniform approach does not work for all of its constituents, the college has made an effort to understand and address the particular needs of various groups of youth and adults in its region, and is weaving together a multi-faceted response. In particular, the college is committed to strategies that make access to and completion of post-secondary education within the reach of more individuals. The development of partnerships with local nonprofit organizations has been a cornerstone of NOVA’s approach to providing improved access to college for youth and adults with low incomes.
A number of capable community-based organizations (CBOs) work in northern Virginia to help adults and youth move out of poverty and into family sustaining employment. Historically, these nonprofit training providers have offered a variety of different types of services including job readiness and job search assistance, literacy and basic education, skills training, counseling and case management, housing assistance, food and clothing, asset building, and more. They have developed a range of competencies, often focused around the particular needs of specific groups of individuals (out-of-school youth, immigrant workers, adults with disabilities, etc.). In seeking to extend greater opportunity for individuals with barriers to college entry and completion, NOVA is working with several of these nonprofit groups to combine their competencies with its own capacity as a provider of credentialed training and education. NOVA calls its strategic partnership model, “The NOVA Way.”
Partnership Sites
Currently, there are five NOVA Way partnerships in operation. A sixth partnership with Goodwill of Greater Washington is in development. The partnerships are described below.
Training Futures is a program sponsored by Northern Virginia Family Service (NVFS) in partnership with NOVA. During each cycle, 50 Training Futures students take 17 credits in office administration and medical terminology for 16 weeks. After the conclusion of classes, students participate in a three-week internship. This partnership with NVFS, a large multi-service organization serving northern Virginia communities since 1924, is the
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longest running of The NOVA Way partnerships. A profile of Training Futures, as well as a report on a participant data study, was produced by the Aspen Institute Workforce Strategies Initiative as a part of its Courses to Employment learning project. For more information about Training Futures, visit www.nvfs.org.
Year Up is a national nonprofit organization that provides a one-year, intensive training program to urban young adults ages 18 to 24. Year Up partners with NOVA to offer its students a unique combination of technical and professional skills, college credit opportunities, an educational stipend and a six-month corporate internship. Each year, 90-180 students take 19 NOVA credits in computer applications, IT help desk, telecommunications, financial management and English. The classes are conducted at the Year Up training center in Arlington, VA. For more information about Year Up, visit www.yearup.org.
Enterprise Development Group (EDG) offers the Entrepreneurship Career Studies Certificate at its Arlington, VA, site. About 12 students enroll in the 26-credit program each semester. Each of the nine courses included in the certificate program runs on an eight- to 10-week schedule. EDG provides microloans, small business training, a business incubator, financial education, and other asset-building opportunities for people who earn low wages, especially immigrants, throughout the DC-metropolitan area. For more information, visit www.entedevgroup.org.
Computer C.O.R.E. (Community OutReach and Education) provides courses in computer skills, keyboarding, personal development, job search strategies and college success at four locations in northern Virginia. During each 16-week semester, 35-50 students can earn seven NOVA credits in computer applications and student and career development. In addition to the courses and job placement services, Computer C.O.R.E. provides its participants with home computers so that students and their families may continue to improve their skills and access job opportunities. For more information, visit www.computercore.org.
Community Business Partnership (CBP) provides small business technical assistance and financing services in Fairfax County, VA. The organization primarily serves individuals who earn low-to-moderate wages, including minorities, women and persons with disabilities. In collaboration with NOVA, CBP offers courses leading to an Entrepreneurship Career Studies Certificate. The certificate is composed of 26 semester hours in management, finance, accounting and communications. Courses run in four- to six-week semesters at the CBP site in Springfield, VA. For more information, visit www.cbponline.org.
Goodwill of Greater Washington (DC) provides a number of training and employment services to people with disabilities and disadvantages in the greater Washington, DC-metropolitan area. Goodwill is working with NOVA to develop a customer service training program that will provide students the opportunity to earn college credits while enrolled in courses at its Arlington, VA, career campus. For more information, visit www.dcgoodwill.org.
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The NOVA Way: The Model
The partnerships between NOVA and these CBOs all follow a similar model. Credit-bearing college courses are offered on site at the nonprofits and are taught by each organization’s employees, who act in the capacity of NOVA adjunct faculty. In addition to the training, students have access to wrap-around supports provided by the
organizations. The specific mix and structure of these services are designed by each partner to meet the particular needs of the groups they serve as well as the industry sectors for which they offer occupational training.
There are four core components to The NOVA Way: 1. Pooling of competencies
2. Seamless co-enrollment 3. Facilitative staffing 4. Revenue sharing
1. Pooling of Competencies
These partnerships produce mutual benefits for both the college and the nonprofit training providers by augmenting the capacity of each to serve their constituents. While both types of institutions have missions that include services to workers, youths and adults who earn low wages, their core competencies are different. Nonprofits excel at job skills training, job placement and specialized support services for immediate job and wage-gain results. Community colleges provide access to federal financial aid (Pell grants) and college credentials for long-term career and educational advancement.
The sets of competencies that each organization brings to the partnerships complement one another. NOVA contributes its expertise in curriculum development and the ability to provide credentialed training and education that includes college credits, sometimes college certificates, and a pathway to further education and degrees. Additionally, NOVA is able to access financial aid and other post-secondary services on behalf of many of the students. In turn, the nonprofit partners contribute their expertise in serving groups of individuals with particular barriers to education and employment, who are unlikely to access college education at NOVA or elsewhere on their own. For example, Year Up provides an intensive support model that is designed explicitly to address the needs of urban youth who are at risk for delinquency. Also, Training Futures possesses a set of competencies that enables the program to address the needs of adults who earn low wages, many of whom are immigrants and face language and cultural barriers. Because of the relatively small size and intensive nature of these programs, these nonprofit organizations also have been able to develop technical knowledge and employer relationships in specific industry sectors for which they train students. These relationships enable the programs to offer career guidance and job placement services that are tailored both to students and local businesses.
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2. Seamless Co-Enrollment
NOVA’s partnerships with its nonprofit partners follow a co-enrollment model. This model is similar to dual-enrollment programs that enable youth to take classes at either their high school or a local college to simultane-ously work toward their high school diploma and earn college credit. For the co-enrollment programs, participants are both clients of the nonprofit organizations and students enrolled in the college, and must meet enrollment criteria of both institutions. Classes are held off-campus at the nonprofit organizations.
Most of the nonprofits that partner with NOVA were operating training programs prior to entering into partnership with the college. They already had instructors, curricula, job placement success outcomes, and training schedules in place. NOVA works with its partners to make any changes necessary to ensure that these existing courses meet academic and accreditation requirements. In some cases, the nonprofit adopts existing college curricula, or in other circumstances, NOVA and its partners have worked together to design entirely new classes that address an unmet labor need.
With this model, instructors are hired and supervised by the nonprofit organizations and given adjunct-faculty status by the college. These adjuncts follow college policies/procedures and are evaluated by college administrators. Due to rigorous requirements imposed by accrediting bodies, the faculty approval process can be onerous. NOVA dedicates staff resources to working through these bureaucratic hurdles.
NOVA and its partners have worked to make the co-enrollment process a seamless one in which a significant number of administrative procedures are made invisible to the students. College admissions, enrollment, financial aid application and testing are all conducted at the partnering organizations and are integrated into the partners’ own processes.
3. Facilitative Staffing
One of the great challenges in operating these partnerships is the need to combine bureaucratic and compliance-driven college processes with entrepreneurial participant and employer-compliance-driven service culture at nonprofits. The partners must work together to navigate myriad institutional academic policies, accreditation standards, federal financial aid requirements, state admissions and financial management standards. To achieve the level of
integration that this co-enrollment model demands, NOVA and its partners have found that it is essential to position the initiatives in ways that provide assistance with college navigation and integrated college/CBO project planning. This has involved hiring personnel that act as boundary crossers. These are individuals who can understand and navigate the various administrative functions of each institution and can bridge cultural and structural gaps.
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For its first partnership with Training Futures, the college assigned a part-time NOVA staff person to fill a liaison role. This indispensible individual was stationed primarily at Training Futures and worked to help participants, as well as the nonprofit staff, navigate these complex processes at the college. Some of the responsibilities included facilitation of faculty hiring and approval, helping students register and apply for financial aid, and tracking financial aid documentation requests, enrollments, grades, and tuition for the students.
With a total of five active partnerships and a sixth in development, serving a combined total of 350 students per year, NOVA has expanded its facilitation of these initiatives by establishing a special office for the management of its CBO initiatives. NOVA’s newly established CBO office is staffed by four individuals that include a director, a coordinator, an assistant administrator and an administrative assistant. The college plans to add a fifth individual to serve as an educational support specialist. This team works to provide students enrolled through all CBO partnerships with advising, financial aid workshops and assistance with application and registration. In addition, the team works with leaders from each of the nonprofit training programs to create standardized project plans, management tools and processes. (Please see the NOVA Staffing Model in this toolkit for a full description of their roles.)
Another component of NOVA’s facilitative staffing model is the recent addition of a special counseling project. This initiative is aimed at helping training participants continue with additional study at NOVA after completing a program at a partner nonprofit. During the pilot year, NOVA assigned two part-time adult career counselors to work with students enrolled in the Training Futures program. The counselors provided ongoing college and career counseling using a case management method to guide interested program graduates in planning their post-Training Futures career education. This pilot produced impressive outcomes in terms of improved college retention and persistence, student academic success, progress toward and increases in net tuition earned by the college.
According to a report produced by the two counselors, “The top driver to success was having an ongoing, personal relationship with a counselor who would respond to student concerns, answer inquiries, show concern about student success, and follow up as promised. This case-management method proved that students will seek assistance with academic, financial and personal concerns that might affect their success and reach out prior to withdrawing from classes. Counselor accessibility and reliability develops students’ confidence in their ability to overcome obstacles.”
4. Revenue Sharing
The fourth hallmark of The NOVA Way is its revenue-sharing model. To finance workforce development programs, the nonprofit partners generally conduct fundraising through grant solicitations and training contracts with public sector agencies. Goodwill of Greater Washington is able to support a portion of its training budget with revenues generated by its retail operations. When partnering with NOVA, a new revenue stream supplements funds. A
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contractual relationship dictates that the college will compensate the nonprofit partner for the use of its facilities and payment for their adjunct instructors. Payment amounts are based on the total tuition accruing from the on-site programs at the organization.
For most students enrolled through a nonprofit partnership with NOVA, student tuition is largely paid through federal financial aid, such as Pell grants, as well as other sources of scholarship support. A portion of the tuition collected is returned to the nonprofit to pay for the training facility and instructional costs. For example, 80 percent of NVFS Training Futures participants qualify for financial aid to fund tuition for 17 NOVA college credits. The resulting new NOVA revenue stream funds 15 percent of NVFS Training Futures’ operating costs.
This revenue-sharing model provides a unique funding source for the nonprofits while increasing enrollments of strategic population groups for the college. For all parties — the nonprofits, the college, and the students — the combined capacities that are brought to bear by both organizational types increase the potential for academic and employment success.
Replicating the Model
The evolution of this co-enrollment model began in 2003 when NOVA first partnered with NFVS to offer credits to Training Futures participants. Over a number of years, NOVA has worked with additional partners to develop The NOVA Way as a larger strategy for its service region. This has demanded a commitment on behalf of the college and its partners to a process of continuous improvement of the model. Over time, modifications to the structure, staffing, financing and scope of the model have taken place. As new partners have been added, the college has been challenged to convert a unique relationship with a single organization into a more standardized set of practices. With the vision and leadership of Dr. Robert Templin, NOVA’s president, the college has been willing to invest its resources in building and improving upon an institutional partnership template. Of equal importance, the college and its partners have been committed to fostering solid and personal relationships with leaders and operational staff at multiple levels. These relationships have proven to be the most critical drivers of success.
This expansion in scope and scale has not come without challenges. NOVA’s nonprofit partners must adapt their programs and processes to meet college academic requirements. Nonetheless, NOVA recognizes that it is
essential to safeguard the distinctive features that are the cornerstone of each nonprofit partner’s ability to serve its constituents well. It’s a formidable challenge to integrate nonprofit practice with the standard way that the college operates without compromising the special nature of the nonprofit programming. For example, many of the community-based training programs run on schedules that work best for participants and industry sectors, but do not conform to the college’s semester calendar. This has required that both parties work together to develop systems and communication channels to work around bureaucratic obstacles. As this initiative expands to include
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additional partners, each with its own mission, culture and operating practice, the complexity of managing these issues becomes even greater for the college.
For the nonprofits, ongoing resource constraints can curb program growth. Although the revenue-sharing model provides a unique and important source of funding, it covers only a portion of the real program costs. For Training Futures, shared tuition revenues cover approximately 15 percent of the total program budget. (It is worth noting that NOVA payments are now the third largest revenue source for Training Futures within NVFS’s highly diversified funding model.) Sustainability of these partnerships depends on the ability of the nonprofit partners to access sustained funding for wrap-around services, partnership development and management, employer engagement/job development, and other operational costs.
Sales revenues generated by Goodwill stores can be a source of valuable, flexible funding — something difficult to come by for most other nonprofit organizations. But sales revenues may not be sufficient to cover all of the costs. Goodwills that have limited available sales revenues or do not have pre-existing private/philanthropic funding for workforce development will have to develop funding strategies to support a new partnership of this sort.
Despite these challenges, NOVA is confident that The NOVA Way offers a model that can be adapted to many community college districts across the country where strong nonprofit training partners offer complementary competencies. The college hopes that through demonstration, the example of its revenue-sharing partnerships can contribute to broader adoption of these practices.
Tools for Replication
More information about The NOVA Way is available as part of a replication toolkit developed for the Community College/Career Collaboration (C4) project. Materials included in the toolkit include the logic model, value (Win-Win) proposition worksheet, business model example and tool, capacity and asset checklist, process map tool, joint-project planning tool, checklists, the NOVA staffing model, and a sample memorandum of understanding.
COMMUNITY COLLEGE/CAREER COLLABORATION
Co-Enrollment/Asset-Sharing Model
Sample Checklist of Documents Required by Accrediting Body
This checklist was developed by Northern Virginia Community College (NOVA) and its nonprofit partners. It helps to ensure that action steps are completed and that administrative files include all documents as required by NOVA’s accrediting body (Southern Association of Colleges and Schools.) It is important to investigate
the types of documents required in your region.
Community-Based Organization (CBO) Partner: ____________________________________________
Semester: __________________________ Year: ___________________________________
Start Date for Cohort: ________________ End Date for Cohort: ______________________
Date of
Completion
File Documentation Item Description
Signed Memorandum of Understanding
Official communication from CBO on classes to be scheduled with faculty names Team planning sheet
Confirmation of placement test completion and student names to be enrolled Confirmation of faculty/CBO orientation session
Confirmation of student orientation session Confirmation of FAFSA student approvals Confirmation of student enrollments Course syllabi entered on shared drive
Confirmation of human resources adjunct approval
Confirmation of student evaluation completion and copy of summary report on each adjunct placed in adjunct file
Confirmation of faculty observation completion and copy of evaluation form Confirmation of receipt of invoice
Confirmation of grade reports completion Other items: listed separately
COMMUNITY COLLEGE/CAREER COLLABORATION
Recommended Process Map
Forming New Community College and Nonprofit Job Training Co-Enrollment Alliances
The map below is based on the process used to form the program alliance between Northern Virginia Community College (NOVA) and its nonprofit partners. This process takes approximately six months to complete all steps prior to delivering a new co-enrollment program.
Use the column on the far right for your own planning purposes. Include information about staff representing each institution that will be assigned to each task, timelines for completion, and expected products and deliverables for each step.
Step Process/Action Notes (From the NOVA Experience) Planning (What staff will be assigned to this task? What is
your timeline for completing this task? What products, documents, agreements, etc., will be created?)
1. Relationship development: Confirm alignment of
goals/interests.
Leadership representatives of both organizations agree on mutual goals of the alliance.
2. Curriculum review: College faculty review of the nonprofit program course curricula, or the adoption of specific college course curricula by the nonprofit.
Review determines if any changes or additions to courses are needed to be equivalent to specific college courses.
3. Curriculum approval: College committee or division dean’s approval that the nonprofit program is equivalent to college course(s).
The college credit curriculum for the first NOVA-nonprofit partnership was reviewed by college committees. Subsequent nonprofit curricula were reviewed by an academic dean.
Step Process/Action Notes (From the NOVA Experience) Planning (What staff will be assigned to this task? What is
your timeline for completing this task? What products, documents, agreements, etc., will be created?)
4. Faculty credentials review: Review hiring credentials of nonprofit organization’s proposed teaching faculty to ensure they meet the college’s adjunct faculty standards.
Faculty hiring standards differ depending on which courses are taught, and on whether the courses are designed to transfer to four-year institutions.
5. Business agreement:
Leadership representatives sign business agreement that outlines the parameters of the relationship and business terms.
NOVA’s original 2006 business agreement with Northern Virginia Family Service was approved by the state attorney general’s office, and was based on an existing high school dual-enrollment template.
6. Project plan: The partners work together to develop a joint-project plan that outlines major actions needed to implement the alliance, and repeats this process with each cohort.
The sample joint project plan included in this toolkit sequences more than 20 joint action steps for each cohort. This sample involves six operating divisions at NOVA, with lead accountabilities defined for each action step.
7. Joint delivery of services: The parties operate the program on a cycle or cohort basis.
Includes periodic review (based on length and timing of training cycles) of each cohort’s deliverables and delivery process by staff from both
organizations, to inform the next cohort planning effort.
COMMUNITY COLLEGE/CAREER COLLABORATION
Win-Win Proposition: Northern Virginia Community College and Goodwill
®of Greater Washington (DC)
The success of Northern Virginia Community College’s (NOVA) approach to partnering with nonprofit training providers rests upon each partner’s ability to identify opportunities to gain value. In summer 2011, NOVA and Goodwill of Greater Washington will be set to launch their first collaborative program, based on NOVA’s successful co-enrollment partnership model pioneered with other nonprofits. It is the win-win nature of this partnership that provides the impetus for this collaboration. The ability of the stakeholders to articulate this value to internal and external audiences will be essential for sustainability and future expansion.
VALUE TO GOODWILL® OF GREATER WASHINGTON (GGW)
MISSION ADVANCEMENT: The collaboration provides the GGW with the ability to increase the scale of its training programs and advance its mission “to transform lives and communities through the power of education and employment.”
EDUCATIONAL QUALITY: NOVA will work with GGW to ensure that courses and curricula will meet community college accreditation and academic standards, and instructors will be certified as adjunct faculty to the college. Having its program and instructors affiliated with a college can further enhance the Goodwill brand.
CREDENTIALS: Upon completion of courses, students will be awarded college credits. These credits can contribute towards a certificate or degree and continued career advancement beyond the first new job. College credits make Goodwill program graduates more competitive in the job market, by giving them an edge in competing for the many job openings that say “some college preferred.”
VALUE TO NORTHERN VIRGINIA COMMUNITY COLLEGE (NOVA) MISSION ADVANCEMENT: NOVA’s strategic vision for 2015 is to
“expand its capacity and create educational opportunities that reach all Northern Virginians, from all backgrounds, and become the gateway to the American Dream for tens of thousands who otherwise would be left out.” Its community-based organization (CBO) partnerships are a critical component of the approach to achieving the college’s goals.
EXPANDED OUTREACH: GGW will recruit and help enroll
non-traditional students who might not otherwise enroll in college programs. It is expected that some number of students who enroll in the
GGW/NOVA program will continue with further study at NOVA in the future.
SPACE: GGW will provide a satellite location for the college that is convenient and familiar to non-traditional students, and reduces the stress that rapid enrollment growth has placed on the college’s classroom space.
VALUE TO GOODWILL OF GREATER WASHINGTON
INCREASED REVENUE: Through NOVA’s commitment to revenue-sharing, a percentage of tuition revenues will be shared with GGW under a contractual agreement. The contract will help GGW to pay for instructors and classroom space. College-CBO affiliations are attractive to grant-making bodies.
EXPANDED STUDENT SERVICES: GGW students will have access to special college services designed specifically for participants of co-enrollment programs. These services will include facilitation with college enrollment, assistance with financial aid application, and counseling for continued study at the college post-completion of the GGW program.
VALUE TO NORTHERN VIRGINIA COMMUNITY COLLEGE
INCREASED REVENUE: The tuition and state FTE dollars generated through this program will produce revenues for the college that are equal to or greater than the direct costs.
EXPANDED STUDENT SERVICES: Students will have access to a range of additional services provided by GGW including career coaching, life skills training, case management, mentoring, financial assistance, job placement and retention services, clothing vouchers, and referrals to additional resources.
EMPLOYER ENGAGEMENT: Training programs will be informed and supported by Goodwill’s active employer engagement efforts.
COMMUNITY COLLEGE/CAREER COLLABORATION
Win-Win Proposition Worksheet
Goodwill-Community College Partnership: Asset-Sharing Model
VALUE PROPOSITION: Goodwill Industries® and [Community College]will be able to [improve what, for whom, and by how much] as a result of this shared-asset strategy.
VALUE OF THE PARTNERSHIP
VALUE TO GOODWILL INDUSTRIES®
MISSION ADVANCEMENT: How will the activities of this partnership support your mission?
EXPANDED OUTREACH: Will this partnership help you serve more or additional groups of individuals?
EDUCATIONAL QUALITY: Do you expect this partnership to add to the quality of your skills training programs?
COST SAVINGS: What will the asset-sharing model mean for Goodwill® in terms of cost savings?
CREDENTIALS: Will students participating in this program receive industry-recognized credentials (certificates, degrees, credits, etc.)? Will these credentials help individuals to pursue additional post-secondary education and training?
OTHER: What additional value do you expect your organization to gain from this partnership?
VALUE TO [COMMUNITY COLLEGE]
MISSION ADVANCEMENT: How will the activities of this partnership support the college’s mission?
EXPANDED OUTREACH: Will this partnership help the college to serve more or additional groups of individuals?
SPACE: Will the partnership help the college to address a shortage of training space?
COST SAVINGS: What will the asset-sharing model mean for the college in terms of cost savings?
EXPANDED STUDENT SERVICES: Will the partnership with Goodwill augment the college’s capacity to address the special needs of students? Is it expected that this will lead to improved student outcomes?
EMPLOYER ENGAGEMENT: Will the partnership with Goodwill help the college to leverage new or expanded relationships with employers?
OTHER: What additional value do you expect the college to gain from this partnership?
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GOODWILL
®COMMUNITY COLLEGE/CAREER COLLABORATION (C
4) INITIATIVE:
NORTHERN VIRGINIA COMMUNITY COLLEGE REVENUE-SHARING MODEL
Sample Business Model Worksheet
Name of Program:Northern Virginia Community Colle
Academic Year: 2008-2009
College's Estimated Tuition Revenues
1 Number of credit hours per cycle 17
2 In-state tuition per credit hour $ 105.00
3 Tuition for in-state student $ 1,785.00
4 Estimated number of in-state students (annual) 74
5 Revenues received for in-state students $ 132,090.00
6 Out-of-state tuition per credit hour $ 249.00
7 Total tuition for out-of-state student $ 4,233.00 8 Estimated number of out-of-state participants (annual) 1
9 Revenues received for out-of-state students $ 4,233.00
(percentage of students qualified as "out-of-state") 99%
(percentage of students qualified as "in-state") 1%
10 TOTAL REVENUE RECEIVED (funded by financial aid) $ 136,323.00
College's Estimated Direct Expenses
11 Contractual payment to nonprofit per cycle $ 45,500.00
12 Number of cycles per year 2
13 Total contractual payments to nonprofit $ 91,000.00 14 Total direct staff $ 22,000.00
14a Part-time college liaison position $ 22,000.00
14b none $
-14c none $
-15 TOTAL DIRECT EXPENSES $ 113,000.00
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Estimated NOVA Annuity Revenues from this Cohort in Future Years
17 State FTE matching funds to college (in-state students only) $ 39,627.00
17a approximate percentage 30%
17b number of years 3
18 Future tuition $ 8,660.52
18a Expectected program completion/graduation rate 90%
18b Expected number of completers 67.5 18c Percent of program completers expected to take six additional credits of
study at college 20% 18d Expected number of program completers to take six additional credits of
study at college 13.5 18e Approximate in-state tuition 8391.6 18f Approximate out of state tuition 268.92
19 TOTAL ANNUITY REVENUES FROM COHORT $ 48,287.52
20 NET SURPLUS OF TUITION REVENUES PLUS ANNUITY REVENUES
Page 3 of 3 ege (NOVA) Nonprofit Sample
Page 1 of 8
NORTHERN VIRGINIA COMMUNITY COL
Name of Program: Academic Year: College's Estimated Tuition Revenues
1 Number of credit hours per cycle 0 2 In-state tuition per credit hour
3 Tuition for in-state student
4 Estimated number of in-state students (annual)
5 Revenues received for in-state students
6 Out-of-state tuition per credit hour 7 Total tuition for out-of-state student
8 Estimated number of out-of-state participants (annual)
9 Revenues received for out-of-state students
(percentage of students qualified as out-of-state) (percentage of students qualified as in-state)
10 TOTAL REVENUE RECEIVED
College's Estimated Direct Expenses
11 Contractual payment to nonprofit per cycle
12 Number of cycles per year 0
13 Total contractual payments to nonprofit 14 Total direct staff
14a job title 1
14b job title 2
14c job title 3
15 Other direct expenses incurred by the college
16 TOTAL DIRECT EXPENSES
17
GOODWILL
®COMMUNITY COLLEGE/CAREE
Business Model W
NET SURPLUS OF TUITION REVENUES OVER DIRECT EXPENSES
Instructions: This tool is designed to help colleges assess the relationship between with a nonprofit. Enter your data in the blue-filled cells.
Page 2 of 8
Estimated Northern Virginia Community College (NOVA) Annuity Revenues from th
18 State FTE matching funds to college
18a Approximate state FTE match percentage 0%
19 Future tuition
19a Expected program completion/graduation rate 0%
19b Expected number of completers
19c Percentage of program completers expected to take six
additional credits of study at college 0%
19d Expected number of program completers to take six additional credits of study at college
19e Approximate in-state tuition
19f Approximate out-of-state tuition
20 TOTAL ANNUITY REVENUES FROM COHORT
21
NET SURPLUS OF TUITION REVENUES PLUS ANNUITY REVENUES OVER DIRECT EXPENSES
Page 3 of 8 Line 1 2 4 6 8 10 11 12 14 16 17 18a
19a Enter the expected program completion/graduation rate for the nonprofit program. 19c
20 21
Comm
This line will provide an estimate of the total expected tuition revenues per ye
and Northern Virginia Family Services), tuition dollars are supplied almost exclusive Enter the number of credit hours students will earn for participation in a training cyc Enter the in-state tuition rate per credit.
This line will calculate net surplus of tuition revenues plus annuity revenues
Enter the approximate percentage of each tuition dollar that is matched by the state an incremental scale, it will be necessary to come up with a reasonable estimate.
This line will calculate total estimated annuity revenues related to this year's
Enter the percentage of program completers expected to take six additional credits
appropriate measure. Should you choose to use a different number of credits, be s Enter the amount of the per-cycle contractual payment to the nonprofit. With the NO
for adjunct faculty and the training site. It does not cover the costs of supportive ser
on the discounted tuition rate related to dual-enrollment programs with secondary s
Business Model Works
This line will provide an estimate of the net surplus of tuition revenues over d This line will calculate total direct expenses incurred by the college.
Enter the estimated number of program participants who will qualify for "in-state" tu Enter the out-of-state tuition rate per credit.
Enter the estimated number of program participants who will qualify for out-of-state
Enter the number of training cycles per year.
On lines a, b and c, enter the titles of only dedicated staff assigned to this initiative a example, this included a part-time college liaison and did not include personnel in o
workload to part-time contributors in other units (such as financial aid or the Dean’s
additional staff. As a partnership grows in student volume or is replicated across m added. NOVA, for example, hired a financial aid specialist in 2010 dedicated to thes
Page 4 of 8
Questions for Consideration
*What happens to the analysis if tuition rates or the state FTE match percentage ch
*What impact does the graduation/program completion rate have on the business m even for the college?
*Once you have inserted your numbers, consider whether there is an expected pos
college. To whom will this information be useful or important? How will information support for the initiative? Is the college willing to support the objectives of this initiat
*What percentage of the total program cost incurred by the nonprofit is financed thr
to sufficient additional funding to support this initiative? What would be the impact o nonprofit (contractual payment to nonprofit per cycle)?
This tool can be used to help program managers consider a number of differe
think about making adjustments to existing programs.
* What happens to the analysis if you increase or decrease the total number of stud students qualifying for in-state (or in-district) tuition rates to those who are out-of-sta
Page 5 of 8
LLEGE SHARING MODEL
-$ -$ 0 -$ -$ -$ 0 -$ #DIV/0! #DIV/0! -$ -$ -$ -$ -$ -$ -$ -$ -$ -$
ER COLLABORATION (C
4) INITIATIVE:
Worksheet
n tuition revenues received and expenses generated by their partnership
Page 6 of 8
is Cohort in Future Years
-$ #DIV/0! 0 0 #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Page 7 of 8
ents
ear. In the case of the Training Futures program (collaboration between NOVA
ely through financial aid awards (Pell Grants). cle.
over direct expenses.
e as per the prevailing state FTE formula. Because FTE formulas often work on
cohort.
s of study at the college. (This tool assumes that six additional credits are an ure to adjust the formulas in rows 19e and 19f.)
OVA model, this payment addresses expenses incurred by the nonprofit partner rvices or program management. NOVA's nonprofit contracts are loosely based school partners. (See the NOVA Memorandum of Understanding template)
sheet (page 3)
direct expenses.
uition per year.
e tuition per year.
and the related personnel cost for each employee or consultant. In the NOVA other departments such as financial aid or the dean's office. The increased s office) for one modest-sized partnership is generally small and doesn’t require
multiple programs/partners, the workload rises and new staff may need to be se and other special partnerships.
Page 8 of 8
hange?
model? What completion rate must be met in order for the program to break
sitive net surplus of tuition (and annuity revenues) over expenses gained by the about an expected positive net surplus be used to gain internal or external tive even if net surplus is neutral or negative?
rough tuition dollars shared with the nonprofit? Does the nonprofit have access of an increase or decrease in the percentage of tuition dollars shared with the
ent scenarios as they develop new initiatives or
dents enrolled in the program? What happens if you change the ratio of ate (or out of the district)? What are the implications for program design?
REVENUE-SHARING MODEL: CAPACITY / ASSET CHECKLIST
PRIMARY COMMUNITY-BASED ORGANIZATION PARTNER NOVA OTHER COMMUNITY PARTNER PARTNERS DO NOT CURRENTLY HAVE THIS CAPACITYRelationships to underserved students (as defined by geography, barriers to
education, income, race, disability, etc.)
Ability to award employer-recognized educational and employment credentials
Knowledge of post-secondary training compliance/regulations
Assessment and counseling
Intensive supportive services (case management and referrals to other
services)
Training facilities / available classroom space
Approved testing facilities (GED, ACCUPLACER, etc.)
Ability to purchase/secure instructional equipment
Ability to purchase/secure instructional supplies
DEDICATED RESOURCES CONTRIBUTED TO THE PARTNERSHIP
The table below lists the resources that each partner contributes to the partnership. In some cases, the organization or college has capacity in a
particular area, but relies on the partner to provide these services for the particular group of students enrolled in the program. For example,
although Northern Virginia Community College (NOVA) has marketing capabilities, it may be the exclusive responsibility of the nonprofit partner
to market and recruit participants for this program.
Ability to arrange clinicals or internships
Administrative support
Access to marketing and outreach channels and resources
Employer engagement / labor market research
Community outreach / needs assessment
Job development / placement services
Access to post-secondary funding, financial aid and other post-secondary
education grants
Unrestricted funding (such as retail sales revenues)
Access to other external grants and community funding streams
ASSET-SHARING MODEL: CAPACITY / ASSET CHECKLIST
GOODWILL INDUSTRIES COLLEGE OTHER COMMUNITY PARTNER PARTNERS DO NOT CURRENTLY HAVE THIS CAPACITYRelationships to underserved students (as defined by geography, barriers to education,
income, race, disability, etc.)
Ability to award employer-recognized educational and employment credentials
Knowledge of post-secondary training compliance/regulations
Assessment and counseling
Intensive supportive services (case management and referrals to other services)
Training facilities / available classroom space
Approved testing facilities (GED, Certified Nursing Assistant, etc.)
Ability to purchase / secure instructional equipment
Ability to purchase / secure instructional supplies
Ability to arrange clinicals (health career pathways)
RESOURCES THAT ARE AVAILABLE TO THE PARTNERSHIP
What capacities and assets will your Goodwill
®and its partners contribute to an asset-sharing approach? Check all that apply. (Consider
assets that are available. In the case of Goodwill Industries
®of Northwest North Carolina, the community college is operating at capacity in
terms of usage of classroom space. Although it owns large training/educational facilities, they are not listed as a resource that can be
contributed to the partnership.)
Administrative support
Access to marketing and outreach channels and resources
Employer engagement / labor market research
Community outreach / needs assessment
Job development/placement services
Access to post-secondary funding, financial aid and other post-secondary education
grants
Unrestricted funding (such as retail sales revenues)
Access to other external grants and community funding streams
PROVIDED BY COST AREAS SOURCES WHAT THEY DO COLLABORATIVELY TOGETHER WE SERVE
IMMEDIATE/ SHORT
TERM RESULTS LONG TERM OBJECTIVES
Rent/utilities, equipment and technology,
maintenance/repair, classroom furniture, training materials and supplies
Private grants (foundations/United Way/individual giving)
Extend credit-bearing career training programs to non-traditional or underserved groups of students who earn low wages.
Hourly wages of program participants increase over time.
Grants/contracts from government agencies
Work to make it easier for students to navigate the complexities of college enrollment, financial aid and course selection.
Community college revenue-sharing contract
Provide supportive services including counseling/case management, access to financial supports (food, clothing, housing, etc.), peer supports, job search, and placement assistance.
Graduates secure new jobs that increases their earnings. Tutoring, graduations/special events, other overhead Program service fees
Utilize a revenue-sharing model that accesses financial aid and state FTE dollars to supplement grants, contracts and donations to the nonprofit partners.
Populations served through these co-enrollment partnerships include:
Students take a step forward on a career lattice.
The model is adopted by additional community-based organizations working in collaboration with Northern Virginia Community College (NOVA).
Tuition
support/scholarships
In-kind donations Align joint-training programs to the actual needs of the labor market in which we operate.
Adults who earn low wages
Individuals gain first college exposure and experience.
Expanded opportunities for un- and
underemployed individuals to enroll in skills courses and earn college certificates. Instructors, case
management, job development/ job search assistance/ work
experience programming, labor market research, curriculum development, program management (leadership, funds development, MIS management, coordination with college) N O N P R O F I T P A R T N E R
NORTHERN VIRGINIA COMMUNITY COLLEGE/NONPROFIT CO-ENROLLMENT PARTNERSHIPS
LOGIC MODEL
JOINT STRATEGY SHARED OUTCOMES
RESOURCES CONTRIBUTED
Each partnership serves a particular population in accordance to the mission and goals of the corresponding nonprofit organizations.
Individuals continue with further training and education in career lattices, some entering into and completing credit-earning degree programs.
Volunteerism At-risk youth who earn low wages
Participants build self-esteem and confidence.
Retail sales
revenues (Goodwill® only)
Workers who earn low wages
Curriculum and adjunct faculty review/approval
State appropriations Long-term unemployed
Student services
(orientations, counseling for continuing study)
Student tuition and fees
Immigrants
Facilitation of
enrollment/financial aid processes
Grants People with criminal
backgrounds
Testing People with disabilities
Employer
engagement/labor market research
Dislocated workers
Partnership management Entrepreneurs
Tuition
support/scholarships Marketing
The president of NOVA is a visionary and very strong champion of the concept of community college/community-based organization partnerships. The local labor market offers attainable employment opportunities. Family-sustaining jobs are available.
E X T E R N A L F A C T O R S N O R T H E R N V I R G I N I A C O M M U N I T Y C O L L E G E
State policy supports dual-enrollment programs for secondary school students who choose to take college courses while working toward their high school diploma. This system provid approved approach on which co-enrollment programs can be modeled.
A number of high-performing nonprofit training providers in the region have been able to raise and sustain sufficient funding levels to support this work. Organizations act as partners rather than
competitors, seeking to maintain a mutually beneficial approach. Our partnerships are built on mutual trust and open communications.
ULTIMATE GOALS
Lift adults who earn low wages and their families out of poverty.
Provide new, local talent development pipelines for local employers, so that they do not need to import talent.
Re-align an entire region’s adult education and training system using a nonprofit
es a recognized and
[Type text]
COMMUNITY COLLEGE/CAREER COLLABORATION
Co-Enrollment/Revenue-Sharing Model
“The NOVA Way”
NOVA Staffing Model
For the first nonprofit co-enrollment partnership with Northern Virginia Family Service (NVFS), Northern Virginia Community College (NOVA) created a single part-time “college liaison” position to support the partnership, under the direction of the sponsoring academic dean.
In 2010, NOVA created an office for Community-Based Organization (CBO) Initiatives to support a growing number of partnerships with nonprofit workforce development providers. The office of CBO Initiatives provides strategic planning and guidance to the college as it works to engage with community partners in serving adults who earn low wages and out-of-school youth. The CBO Initiative staff also act as a liaison between the college and its partners and students, providing support in the navigation of the college system. On behalf of the nonprofit partners and the students they serve, it acts as a go-between and facilitator with a wide range of functional departments within this very large institution including admissions and registration, financial aid, the finance and business office, counseling, academic departments, and student information services (the college’s student recordkeeping system). The office of CBO Initiatives currently is staffed by four individuals — a director, coordinator, assistant administrator and administrative assistant. NOVA plans to hire a fifth member of this team to serve in the position of educational support specialist.
For more information:
Brad Turner-Little
Director of Workforce Development Goodwill Industries International [email protected]
Role Descriptions
The purpose of the Director position is to provide management (planning, organizing, directing and controlling) for the NOVA/CBO Initiative. The director will be responsible for the overall management, sustainability, and growth for the CBO Initiative. The director will report directly to the provost of the Alexandria campus and supervise the coordinators and an administrative assistant. This position will recommend and/or modify standardized project plans, management tools, and standard processes with the different organizations. The person in this position will assist in maintaining good communications with existing partners and in growing the partnerships beyond the current five partners. Other duties include maintaining files on each CBO in compliance with the requirements of the Southern Association of Colleges and Schools (accrediting body). These files and other responsibilities include the following below:
Official communications on classes
Planning tools
Tracking of admissions, financial aid, and enrollment of students
Faculty evaluations
Confirmation of grade reports
Conduct status assessments with plans for corrections where needed
The director will work with the vice president of finance to assure the Memorandum of Understanding (MOU) with CBOs are current and legal. The person is also is responsible for the hiring and evaluation of all CBO Initiative Office employees.
The purpose of the Coordinator position is to develop operational policies and procedures with the CBOs, and to implement and evaluate NOVA courses offered through the NOVA/CBO Initiative. This person serves as the college liaison to the CBO partners. The person in this position will coordinate CBO/NOVA team planning, and provide assurance that timelines are established. In addition, the coordinator will ensure that:
faculty is hired.
classes are entered into the student information system.
students are enrolled.
grades are entered in the student information system.
invoicing and billing processes are completed in an accurate and timely manner.
The coordinator will track students’ enrollments, financial aid and tuition, and provide periodic reports to the CBO/NOVA team. Further, the coordinator will conduct college admission, financial aid and other student
the director of the CBO/NOVA Initiative. The educational support specialists report to the coordinator.
The purpose of the Assistant Administrator is to provide direct assistance to students — admissions, enrollment and financial aid applications — about NOVA courses offered at the off-site locations. This person provides student data including names, identification (ID) numbers, number of credit hours, financial aid and/or self-payment of tuition to assist the CBO executive in preparation for the invoice to be submitted to the college’s budget office. In addition, this position proves support in the planning, implementing, administering of CBO programs. Although a major portion of the employee’s time is spent providing direct services to students or program participants, there are administrative functions as well. This assistant administrator reports to the coordinator of the CBO/NOVA Initiative.
The purpose of the educational support specialist is to provide direct assistance to the CBO faculty, provide student development to the CBO students, and to assist the director and coordinator with other duties as assigned. This individual will have academic oversight that will include reviewing of the curriculum to assure that the CBO’s courses match NOVA’s and assuring that the CBO faculty meets NOVA’s standards for hiring. The educational support specialist will coordinate course syllabi and textbooks with the assistant deans, and will also conduct student evaluations, classroom observations and complete the adjunct faculty evaluation (Form 105-95). This individual will create and deliver faculty orientations (including obtaining faculty ID numbers, e-mail accounts, and Blackboard accounts) and provide other professional development workshops/seminars as necessary. The person in this position delivers college/career counseling to CBO students. This person reports to the coordinator of the CBO/NOVA Initiative.
The Administrative Assistant provides administrative support to the director and CBO staff. This person provides assistance with the faculty hiring packets including employment verifications and references; assembles student evaluation packets for each class, assist with compiling returned packets, and assists with final evaluation reports; helps with FAFSA workshops and follow-up documentation for potential FAFSA; collects faculty syllabi and inputs these to the campus shared drive; inputs the CBO schedule of classes into the data management system; enrolls students in classes; collects final grades and inputs these into the student information system; maintains CBO adjunct files; and provides additional administrative support as needed.
Additional NOVA Staff Assigned to CBO Partnerships
NOVA recently created an Adult Career Pathway Initiative to provide ongoing counseling using case management methods to help adults who earn low wages and are unemployed achieve college and career goals. Individual counselors are assigned to specific CBO partnerships, and introduce counseling services during the initial training cohort. As participants near completion of their initial training program at the CBO, they have the option of working
with their counselor to plan their continuing career education at the college, roll over their financial aid into new academic terms, and receive guidance and support in registering for individual courses that help them progress towards a certific