Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 4 of The Illinois Commitment Partnering with 4-year Colleges on Community College Campuses: LCCC and Greenville College Lewis & Clark Community College What issue or need is addressed by the effective practice? There is a critical need for teachers in Illinois. The need is particularly acute in such disciplines as special education and secondary mathematics and science, and in urban and rural schools. There is also an ongoing need for more minority teachers. In addition, the high cost of tuition, the number of university-specific major courses that often require community college graduates to complete three more years of courses to earn a baccalaureate degree, and rising energy costs for commuting students make attendance at four-year institutions for some students prohibitive. To increase the number of students who graduate with associate’s degrees and baccalaureate degrees in teacher education, Lewis and Clark and Greenville College formed the Undergraduate Teacher Education Program (UTEP) in 2003. The UTEP program allows Lewis and Clark students to complete an associate’s degree and the courses needed for a major in education during the first two years of college at Lewis and Clark and then continue in the Greenville College junior and senior level education courses while remaining on the campus of Lewis and Clark. Description of the effective practice: During the nearly two years of UTEP program planning, Lewis and Clark and Greenville College worked collaboratively to develop the program. Among the planning principles were the concepts of a seamless transition for students through their academic experience; joint programs and services that were transparent to students; a focus on providing students with experiences in diverse schools; and whenever possible, joint admission to Lewis and Clark and Greenville College with the same opportunity to complete the baccalaureate degree in education as native Greenville students. As knowledge of the program has grown, it has become easier to identify UTEP majors from their first appointments in the Lewis and Clark enrollment center. The benefit of this model to Lewis and Clark students is increased access to affordable and flexible education on their own home campus; and for the two colleges, an efficient use of resources. Partnering with Greenville College in the undergraduate teacher education programs, as well as a master’s degree in education program, and a baccalaureate degree completion program for adult learners, empowered Lewis and Clark to engage in program planning with Missouri Baptist University in 2005-2006. Based on the same principles, this partnership agreement includes baccalaureate degrees in Human Services, Management, Accounting, Administration of Justice, Sports Management plus two master’s degrees. All degree programs will be offered on the campus of Lewis and Clark Community College. The goal, as with Greenville College, is to increase the number of students who will graduate with associate and bachelor’s degrees. How does this practice achieve sustainability? Sustainability is achieved through careful coordination and planning at several levels. Lewis and Clark’s general education courses are approved by the IAI (Illinois Articulation Initiative) and the education courses are approved by Greenville College under their ISBE and NCATE certification. The junior and senior level courses are taught on the Lewis and Clark campus by Greenville College faculty, some of whom are full-time Lewis and Clark faculty who teach as adjuncts for Greenville College in the UTEP program. Because of the emphasis on learning assessment by both institutions, Lewis and Clark and Greenville have agreed on common course objectives, measurable learning outcomes, and common learning assessments. All UTEP students and Greenville College native students use the electronic portfolio software, Livetext, to document their learning. What are the results/measurable outcomes? By way of example, in fall 2005 over 100 students were enrolled in baccalaureate programs offered by Greenville College on the Lewis and Clark campus. It is anticipated that Missouri Baptist College will begin offering five baccalaureate programs on the Lewis and Clark campus in spring 2007. If the enrollment growth experienced by UTEP is any indication, these university programs on community college campuses will produce a significant number of trained teachers and baccalaureate graduates who are likely to stay in their home communities and provide professional services locally. Contact Information Name: Tom Wunderle Email: twunderle@lc.edu Phone: (618) 468-2004 118
Direct Connection to Policy Area 4 of The Illinois Commitment Peer Mentor & Leadership Program (PMLD) in the Office of Minority Student Affairs Joliet Junior College What issue or need is addressed by the effective practice? Research shows that one of the most effective strategies a college can implement to positively impact the academic success of students is peer mentoring. As students from racial minority populations are 1) the fastest growing segment of the JJC student body and 2) witness lower participation and success rates, the PMLD was initiated by the Office of Minority Student Affairs in the 2003-2004 academic year. Description of the effective practice: The PMLD program is a mentoring program designed to enhance the educational experience of minority students at JJC. The program’s curriculum is designed to create a friendly and supportive environment for students and their families by connecting them to student leaders at JJC. Peer mentors serve as a resource and assist incoming minority students with first-year transitional issues by providing academic and personal support. Every year, 12 student leaders are selected through an interview process to act as mentors. 35 mentees are then selected. The mentors and mentees meet on a regular basis throughout the academic year, participating in academic skills workshops, social activities, and leadership-development training. How does this practice achieve sustainability? The PMLD is now part of the Office of Minority Student Affairs planning schedule. Additionally, the program is funded in the JJC Budget. What are the results/measurable outcomes? Results show the program enhances the academic success of students and mentors who participate: • The Fall-to-Spring retention rate for mentees has been between 96%-99% over the last three years, much higher than the overall retention rate for minority students (50-66%). • In qualitative analyses of outcomes, mentees reported that mentors did an excellent job in providing them with the necessary guidance to navigate the resources and services offered at JJC. • Mentees also reported higher levels of belonging. • Mentors reported higher levels of academic motivation due to expectations set forth by the Office of Minority Student Affairs, gaining valuable leadership skills, and feeling supported personally and academically at JJC. • Further results are included in the JJC Office of Minority Students Annual Report. Contact Information Name: Yolanda Isaacs & Angie Kaysen Email: akaysen@jjc.edu & yisaacs@jjc.edu Phone: (815) 280-2449 119
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