Applied and Workforce Baccalaureates E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B CC Single Issue Community Colleges
• Sprache: Englisch

Seitenzahl: 201

Veröffentlichungsjahr: 2012

Beschreibung

Are applied and workforce baccalaureate degrees offered bycommunity colleges a natural extension of their mission to providerelevant educational programs to their constituents? Or is thisemerging emphasis on offering baccalaureate degrees a radicaldeviation from the tried-and-true mission of comprehensivecommunity colleges? In short, is this movement more evolutionary orrevolutionary? This issue does not take sides, but provides a deeperunderstanding of this movement from the perspectives ofpractitioners and scholars alike. The opportunities and challengesassociated with offering these new baccalaureate degrees isillustrated with institutional examples. This is the 158th volume of this Jossey-Bass quarterlyreport series. Essential to the professional libraries ofpresidents, vice presidents, deans, and other leaders in today'sopen-door institutions, New Directions for Community Collegesprovides expert guidance in meeting the challenges of theirdistinctive and expanding educational mission.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

EDITORS’ NOTES

Chapter 1: Applied and Workforce Baccalaureate Models

Articulation Models

University Centers and Concurrent-Use Campus Models

Community College Baccalaureate

Community College Applied and Workforce Baccalaureate Models

Types of Applied and Workforce Baccalaureates

Looking to the Future

Chapter 2: Articulation to and from the Applied Associate Degree: Challenges and Opportunities

The Purposes of the Applied Associate Degree: Different Pathways to the Baccalaureate

Blurring the Lines: What Is Applied Learning . . . and What Is Not?

Curriculum, Purpose, Target Student Audience: A.A.S.-to-Baccalaureate Pathways

Conclusions and Implications

Chapter 3: Washington State’s Model and Programs: Applied Baccalaureate Degrees at Community and Technical Colleges

The Need for Applied Baccalaureate Degrees in Washington

The Legislature Responds

Approving the Pilot Programs

Making the Case for Additional Degree Programs

The Current Approval Process and Criteria

Lessons Learned Thus Far

Conclusion

Chapter 4: The Evolution of Workforce Baccalaureate Degrees in Florida

Perspectives on Need and Demand

Growing Concern

The Evolution of an Idea

Growth over the Past Decade

Issues and Implications

Conclusion

Chapter 5: The Applied and Workforce Baccalaureate at South Texas College: Specialized Workforce Development Addressing Economic Development

Brief College History

Challenge and Opportunity

Genesis of the Applied and Workforce Baccalaureate

Ongoing Leadership by the Legislature

Technology Management

Computer and Information Technologies

From the Students

A Culture of Evidence

Purpose of Study

Methodology

Research Questions

Key Findings

Employment or Status Following Graduation

Student-Faculty Interaction

Mentoring

Employer Feedback

Conclusion

Chapter 6: The Work Experience Component of an Ontario College Baccalaureate Program

Research Questions

Literature Review

Methodology

Findings and Analysis

Research Conclusions

Recommendations for Practice

Conclusion

Chapter 7: Why Applied Baccalaureates Appeal to Working Adults: From National Results to Promising Practices

Applied Baccalaureate Degrees

State-by-State Inventory

Applied Baccalaureate Models

AB Degrees at Oklahoma State University Institute of Technology

AB Degrees at South Seattle Community College

Conclusion: Promising Practices

Chapter 8: Institutional Challenges of Applied and Workforce Baccalaureate Programs

The Challenge to the Community College Mission

Threats to Community College Institutional Identity

The Role of Faculty

Conclusion

Chapter 9: Graduate Education Issues and Challenges: Community College Applied and Workforce Baccalaureates

Challenges in Uncharted Territory

Issues for Higher Education Practitioners and Researchers

The Next Frontier

In Conclusion

Index

APPLIED AND WORKFORCE BACCALAUREATES

Deborah L. Floyd, Rivka A. Felsher, and Angela M. Garcia Falconetti (eds.)

New Directions for Community Colleges, no. 158

Arthur M. Cohen, Editor-in-Chief

Richard L. Wagoner, Associate Editor

Allison Kanny, Managing Editor

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NEW DIRECTIONS FOR COMMUNITY COLLEGES (ISSN 0194-3081, electronic ISSN 1536-0733) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104. Periodicals Postage Paid at San Francisco, California, and at additional mailing offices. POSTMASTER: Send address changes to New Directions for Community Colleges, Jossey-Bass, One Montgomery St., Ste. 1200, San Francisco, CA 94104.

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EDITORS’ NOTES

The role of U.S. community colleges is expanding, as demonstrated by the emergence of community colleges offering their own baccalaureate degrees. The rationale often cited for these new degrees is that they are applied and workforce in nature and are designed in response to local, statewide, and national workforce needs and demands. Community colleges across the country are reexamining institutional missions to ensure the preservation of the original community college mission of access and affordability while serving as baccalaureate degree granting institutions.

Proponents of community college applied and workforce baccalaureates argue that the rationale for offering such degrees is to provide geographical, programmatic, and financial access to a baccalaureate-level education, leading to gainful and satisfying employment. Thus to many, applied and workforce baccalaureates serve as an extension of the community college mission of serving the citizenry. While proponents believe that offering these technical degrees is part of the evolution of community colleges, critics argue that the degrees are counter to the true mission of community colleges and thus, this movement is more revolutionary in nature. Critics are concerned with the impact of the community college baccalaureate degree as a challenge to the core mission of community colleges. While exceptions may be noted, most community college baccalaureate degrees offered to date are applied in nature and focus on workforce needs, thus building on the comprehensive community college mission.

Are applied and workforce baccalaureate degrees offered by community colleges a natural extension of their mission to provide relevant educational programs to their constituents? Or is this emerging emphasis on offering baccalaureate degrees a radical deviation from the tried-and-true mission of comprehensive community colleges? In short, is this movement more evolutionary or revolutionary? This New Directions for Community Colleges issue does not take sides on this controversial issue, but adds to the debate by providing a deeper understanding of this movement from the perspective of practitioners and scholars alike. The opportunities and challenges associated with offering these new baccalaureate degrees is illustrated with institutional examples.

This issue of New Directions for Community Colleges focuses on the most prevalent type of community college baccalaureate degree—applied and workforce baccalaureates. Applied baccalaureate degrees will include a blend of degrees as defined by Bragg and Ruud (2009), Floyd, Skolnik, and Walker (2005), Floyd and Walker (2009). Applied baccalaureate degrees often articulate with associate of applied science degrees in specialized fields such as technology management, business management, certain health professions, and information technology (Townsend, Bragg, & Ruud, 2009). Similarly, workforce baccalaureates are defined by Floyd and Walker (2009) as degrees that meet workforce demands and are offered for that specific purpose. Examples of fields of service for graduates of workforce baccalaureates include education, allied health, law enforcement, and public service, but they may also include fields such as biology if the college is offering the degree to fill a specific community workforce need. The terms “applied” and “workforce” are often used synonymously. Some states, such as Florida, for example, stipulate the requirement that these degrees meet local workforce needs.

Townsend, Bragg and Ruud’s (2009) definition of applied baccalaureates differs from Floyd, Skolnik, and Walker’s (2005) in that disciplines of teacher education and nursing are excluded in their research. Townsend, Bragg and Ruud’s (2009) research, sponsored by the Lumina Foundation, includes a study of applied baccalaureates in universities and community colleges with a focus on adult learners. They posited that degrees in disciplines, such as nursing and teacher education, are not built upon applied courses, do not permit articulation with applied associate degrees, and are mostly offered by traditional four-year institutions. Concomitantly, Floyd and Walker’s (2009) definition of workforce baccalaureates, as cited above, includes nursing and teacher education and notes that such degrees are created by traditional four-year institutions and community colleges to meet local workforce demands.

For our purposes, we are using a combined definition that incorporates the concepts of both applied and workforce baccalaureates offered by community colleges, including some institutions that have recently converted to baccalaureate colleges or state colleges. This broader definition includes a wider range of disciplines such as teacher education, nursing, technology management, business management, health professions, information and engineering technology, business management, allied health programs, law enforcement, and public service. All disciplines have one key link that ties them together—they were designed to meet identifiable workforce needs.

We believe that it is critical, with almost twenty states offering such degrees at this point in history, for New Directions for Community Colleges to address the trends and policy issues associated with applied and workforce baccalaureates. This New Directions for Community Colleges is the first volume dedicated to the community college baccalaureate (CCB) and specifically, the applied and workforce baccalaureate (AWB).

This issue spotlights manuscripts from scholars and practitioners in an effort to describe the CCB movement through research analyses and findings, while challenging readers to examine the implications for future research and practice. Deborah L. Floyd, Angela M. Garcia Falconetti, and Rivka A. Felsher in Chapter One address applied and workforce baccalaureate models and the impact of such models on the future state of higher education. The models serve as a foundation for understanding the diverse nature of the applied and workforce baccalaureate as points of access to upper level study for students.

Jan M. Ignash authored Chapter Two, identifying the opportunities and challenges presented in articulating associate degree programs with applied and workforce baccalaureates with a focus on the state of Washington. The transfer of academic programs and credit between associate degrees and applied and workforce baccalaureates is examined as a means for further understanding the diversity of this phenomenon between postsecondary institutions.

Christy England-Siegerdt and Michelle Andreas, in Chapter Three, describe the development and current status of applied baccalaureate degrees also in the state of Washington. Comparatively, in Chapter Four, Judith Bilsky, Ian Neuhard, and Mary G. Locke describe the history of workforce baccalaureate degrees in Florida, document the growth of these programs across the state, and provide a framework for the designation of various degree types and academic requirements.

Juan E. Mejia, in Chapter Five, highlights the evolution of South Texas College in offering two bachelor’s degrees and the impact of the degrees on increasing graduation rates of Hispanic students. In Chapter Six, Marguerite M. Donohue and Michael L. Skolnik describe the results of a case study regarding the transfer of learning in a baccalaureate program in a community college in Ontario, Canada. The chapter also focuses on the role of the work experience component of the program.

Debra Bragg and Collin Ruud, in Chapter Seven, present lessons learned from a national study of adult learner enrollment in applied baccalaureate programs. Bragg and Ruud also detail several baccalaureate models, such as upside-down, super-technical, and managerial. In Chapter Eight, Richard L. Wagoner and Carlos Ayon discuss the challenges to the community college mission posed by the applied and workforce baccalaureate. Lastly, Deborah L. Floyd, Rivka A. Felsher, and Linda Catullo in Chapter Nine, raise issues about the articulation of graduates from applied and workforce baccalaureate programs to graduate programs.

This volume on applied and workforce baccalaureates emphasizes the complex and sometimes controversial nature of community colleges as major stockholders of baccalaureate education. The distinguished authors of this issue intend for research findings on the applied and workforce baccalaureate to serve as resources for policy leaders, practitioners, and researchers who wish to further examine the emerging trend not only in the United States, but also internationally.

References

Townsend, B., Bragg, D., and Ruud, C. M. “Development of the Applied Baccalaureate.” Community College Journal of Research and Practice, 2009, 33(9), 686–705.

Floyd, D. L., Skolnik, M., and Walker, K. P. (Eds.). Community College Baccalaureate: Emerging Trends and Policy Issues. Sterling, VA.: Stylus Publishing, 2005.

Floyd, D. L., and Walker, K. P. “The Community College Baccalaureate: Putting the Pieces Together.” Community College Journal of Research and Practice, 2009, 33(2), 90–124.

DEBORAH L. FLOYD is a professor and the program leader of higher education leadership at Florida Atlantic University.

RIVKA A. FELSHER is a doctoral candidate of higher education leadership at Florida Atlantic University.

ANGELA M. GARCIA FALCONETTI is the vice president of institutional advancement at Virginia Western Community College.

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Applied and Workforce Baccalaureate Models