IndexSupporting Bachelor's Degree Programs on Two-Year CampusesMeeting Community NeedsImplementation PrinciplesHigher Education Specialty AreaIncreased Access to Non-Traditional StudentsMeeting Community NeedsImplementing PrinciplesMeeting the needs of the local workforce and To expand degree opportunities, some states began allowing community colleges, or two-year institutions, to offer bachelor's programs. Since its conception more than two decades ago, its popularity has grown: more than 90 two-year colleges offer 900 baccalaureate degree programs in 19 states (Povich, 2018). The opportunity on the surface appears favorable. However, it is not without controversy. By understanding the arguments both for and against this issue, states can better formulate policies that support the needs of their communities and their people. History of Community Colleges in America Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay In the late 19th century, America found itself with a strong post-secondary education system. Quality institutions, such as the University of Chicago and Penn State, were doing well; the Morrill Act expanded college opportunities to more people, including women and minorities, laid the foundation for today's college system, and linked professional education to bachelor's degrees (Thelan, 2011). However, this prosperous Gilded Age period cast an elitist viewpoint on quality four-year institutions (History.com Editors, 2018). According to Trainor (2015), universities have not been able to reach their true potential, due to their need to teach general education to students in the first two years of college. Using the German system of higher education as a model, advocates such as University of Chicago President William Rainey Harper presented an all-encompassing junior college system to the public. Public concerns about this new type of education included access and affordability: the plan called for junior colleges to be built in small towns, with tuition affordable to the average community member (Trainor, 2015). In 1892, Harper divided the University of Chicago into junior colleges and senior colleges and introduced the associate's degree for graduates of the former school (Drury, 2003). The growth of the new junior college system was slow. However, several factors influenced its expansion during the first decades of the 20th century. There was a need for skilled workers, due to the expansion of industries in the country; a movement for social equality was emerging, as was the idea that university should be accessible to all; and there was a growing sense of community pride and involvement, which was creating settled communities outside of large cities (Drury, 2003). The founding of the American Association of Junior Colleges (known today as the American Association of Community Colleges, or AACC) brought an expansion of the junior college's mission; they would no longer just focus on academically preparing students to transfer to a university through degree completion, but would also offer professional training opportunities. Community colleges have seen growth during difficult times in the United States, particularly during times of war and recession. In the 1970s, when enrollment tripled from 1.6 million to 4.5 million students, attention focused primarily on vocational programs to support local workforce needs (Drury, 2003). Ma and Baum (2016) found that 42% of allundergraduate students enrolled in college in 2014 were attending a two-year institution. Additionally, minority enrollment at a two-year institution, especially a public school, is much higher than that of a four-year institution, with 22 percent of Hispanic college students enrolled at a public college, compared to 13 percent at a four-yearly. institution, and 14% and 11%, respectively, for black students enrolled in each type of school. According to the AACC, “community colleges provide access to and opportunities for education through courses that serve as the foundation for a career, a new life, or a new perspective. The belief in democratizing education while maintaining opportunity is critical to maintaining an educated citizenry” (AACC, 2010). Offering bachelor's degree programs at two-year institutions would appear to support this mission; however, not all constituents are in favor of this opportunity. Supporting Bachelor's Degree Programs at Two-Year Campuses Two-year institutions have historically been malleable in meeting the needs of the workforce and local community. Since its mission involves service to the community in which it resides, close communication between local businesses and the institution ensures that trends within the workforce are analyzed and degree programs are offered that will provide specialized individuals to meet the opportunities of work expected (Neuhard, 2017). . Fulton (2015) found that the process for implementing or adapting a bachelor's degree program within the community college sector is much simpler than that for a four-year institution, allowing for rapid adaptation to community changes. Additionally, community needs tend to focus on applied science, business, education, and technical fields, which a nearby four-year institution may not support degrees in these areas. Further support the mission of increasing access to community colleges by offering bachelor's degree programs Programs increase degree attainment by nontraditional students, defined as students over age 25, working full time or who have dependent children to care for (Holcombe, 2008). The low costs associated with attendance, as well as the convenience of location and flexibility of courses, can be inviting to students by reducing barriers that may deter completion (Fulton, 2015; Povich, 2018). Supporters of offering degree programs on community college campuses argue that it is not in line with the original mission of the two-year college. Additionally, because graduate programs typically have admissions requirements, they no longer support the open access policy that a community college proudly boasts (Fulton, 2015). Unnecessary Competition for Universities In theory, two-year and four-year program offerings should not compete with each other. However, this is not always the case; degree programs are often similar across sister campuses or two- and four-year campuses in the same region, causing institutions to compete for students, funding, and teachers (Fulton, 2015; Povich, 2018). With state funding for institutions now drastically lower than ever – 23% lower than before the recent recession – opponents argue that “mission creep,” or competition between different types of institutions, causes a lot of harm to everyone ( Fulton, 2015; Kramer, 2016). Finally, opponents of degree programs on community college campuses argue that the degrees awarded will not be the equivalent of those from a similar program taught by a university. Outdated equipment and technology, lower rigor, and an easier proposal/implementation process for graduationat a community college could potentially harm the field of study and hinder students' abilities to obtain a job after graduation. Why now? With the original missionary community college mission having served communities across the United States for the last century, and the arguments against offering graduate programs strong, the question arises as to the need for such programs. Research shows that they have gained popularity for several reasons, including the ease of transferability of credits, meeting the specific needs of a community and not a broader profession, and the need to provide access to a higher degree than the associated for the non-traditional. student (Chen,2018). Complete College America (2011) reported that students who earn their associate's degree at a two-year institution and then transfer to a university earn an average of 29 extra credits over the required 60 credits, to meet the prerequisites for their intended program of study . Additionally, Horn and Skomsvold (2011) found that 80% of students enrolled in a community college indicated that they intended to transfer to a university and complete a bachelor's degree, but only 15% actually go on to attend a four-year institution and complete the degree. within six years (Shapiro, 2012). Jenkins and Fink (2016) found that minority students had an even lower completion rate when transferring from a two-year institution. By allowing a student to remain at the community college and complete the degree program, the student can be provided with appropriate advising on prerequisites and course and degree requirements from the time the program of study is declared. This will theoretically reduce the resulting costs to a student, in terms of excess tuition and textbooks paid, as well as implicit costs, such as time wasted attending unnecessary classes (Kramer, Week 1: Important Concepts in Studying Economics, fiancée and budget [PowerPoint slide], 2016). Plus, the hassle of transferring associate's degree credits is minimal. Floyd and Skolnick (2005) argued that four-year institutions have never relinquished control over the first two years of a four-year degree, and therefore still see themselves as the gatekeeper, deciding which credits can be accepted by a community college and which should. be discarded, leading to excess credits taken by the community college. Povich (2018) described this battle as an academic “turf war,” in which universities are not ready to relinquish power. Meeting Community Needs Two-year campus degree programs are a continuation of associate's program offerings that were created around local needs, allowing students to complete their four-year degree and make an immediate impact on the local workplace (Chen , 2018). College programs are often structured to allow for continuation of college or for a graduate to be employed in a field of study outside the local community. This is an area where graduate programs at community colleges can have a major impact: They can be designed based on the specific needs that local workforce professionals designate, whether current or anticipated (V. Fuentes, personal communication , 31 August 2018). The U.S. Department of Labor projects job growth of 0.7% annually through 2026, an increase from the 0.5% growth seen annually between 2006 and 2016 (2017). Within the workforce during this period, there will be an increasing number of current employees retiring, resulting in a greater overall number ofopen positions for qualified employees. Floyd and Walker (2009) predicted that most of the growth would occur in the management, transportation, business, and finance sectors, which will require, at a minimum, an associate's degree, but a bachelor's degree to enter. will help secure promotions and salary increases (p.96). Because of its affordability, flexibility in course schedules, and convenience of location for its students, community college has the potential to increase access to a college degree for nontraditional students. Completing a degree at a community college rather than a university can potentially save a student $10,000 in tuition and living expenses (Povich, 2018). Some states, such as Florida, have created financial aid programs to help students pay for their graduate programs at a two-year institution (FLDOE, 2014). Principles of Implementation When beginning to consider offering baccalaureate programs in the community college sector, there should be conversations held by appropriate stakeholders in order to address several principles of successful implementation in the areas of the college approval process. program, evaluation and implications (both costs and capabilities) (Fulton, 2015; Neuhard, 2017; Russell, 2010;). What are the reasons to consider offering graduate programs at the community college, and what would it look like to support its mission? What data demonstrates a need? · Could the reasons be addressed with local workforce partnerships, regional university agreements, or a restructuring of the current associate degree offering? · How will implementing this impact the regional university? · How will an institution behave? demonstrate the need for a local workforce? · What does the approval process consist of (both at the institutional and state level)? Implications (costs and capabilities) · What are the short- and long-term costs associated with implementation? · How will an institution demonstrate the capacity (building, resources, faculty and staff) to deliver the program? · Can an institution's budget support offering a new program? · How will success be defined? Offering baccalaureate programs on a community college campus has the potential to increase degree options for its students. However, consideration of the above implications and variables should be thorough before program implementation. It is critical that this benefits the community college, the workforce, and, most importantly, the students, without damaging the relationship between these constituents and the local university. Annual evaluations of program offerings will ensure that they meet established goals and remain cost-effective for the institution (V. Fuentes, personal communication, August 31, 2018). Specialized Area of ​​Higher Education In order to meet local workforce needs and expand degree opportunities, some states began allowing community colleges, or two-year institutions, to offer bachelor's programs. Since its conception more than two decades ago, its popularity has grown: more than 90 two-year colleges offer 900 baccalaureate degree programs in 19 states (Povich, 2018). The opportunity on the surface appears favorable. However, it is not without controversy. By understanding the arguments both for and against this issue, states can better formulate policies that support the needs of their communities and their people. History of Community Colleges in America In the late 19th century, America found itself with a strong postsecondary education system. Quality institutions, such as the University of Chicago and Penn State,they were doing well; the Morrill Act expanded college opportunities to more people, including women and minorities, laid the foundation for today's college system, and linked professional education to bachelor's degrees (Thelan, 2011). However, this prosperous Gilded Age period cast an elitist viewpoint on quality four-year institutions (History.com Editors, 2018). According to Trainor (2015), universities have not been able to reach their true potential, due to their need to teach general education to students in the first two years of college. Using the German system of higher education as a model, advocates such as University of Chicago President William Rainey Harper presented an all-encompassing junior college system to the public. Public concerns about this new type of education included access and affordability: the plan called for junior colleges to be built in small towns, with tuition affordable to the average community member (Trainor, 2015). In 1892, Harper divided the University of Chicago into junior colleges and senior colleges and introduced the associate's degree for graduates of the former school (Drury, 2003). The growth of the new junior college system was slow. However, several factors influenced its expansion during the first decades of the 20th century. There was a need for skilled workers, due to the expansion of industries in the country; a movement for social equality was emerging, as well as the idea that college should be accessible to all; and there was a growing sense of community pride and involvement, which was creating settled communities outside of the big cities (Drury, 2003). The founding of the American Association of Junior Colleges (known today as the American Association of Community Colleges, or AACC) brought an expansion of the junior college's mission; they would no longer just focus on academically preparing students to transfer to a university through degree completion, but would also offer professional training opportunities. Community colleges have seen growth during difficult times in the United States, particularly during times of war and recession. In the 1970s, when enrollment tripled from 1.6 million to 4.5 million students, attention focused primarily on vocational programs to support local workforce needs (Drury, 2003). Ma and Baum (2016) found that 42% of all undergraduate students enrolled in college in 2014 attended a two-year institution. Additionally, minority enrollment at a two-year institution, especially a public school, is much higher than that of a four-year institution, with 22 percent of Hispanic college students enrolled at a public college, compared to 13 percent at a four-yearly. institution, and 14% and 11%, respectively, for black students enrolled in each type of school. According to the AACC, "community colleges provide access to and opportunity for education through courses that serve as the foundation for a career, a new life, or a new perspective. The belief in democratizing education while maintaining opportunity is critical to maintaining a educated citizenry” (AACC, 2010). Offering bachelor's degree programs at two-year institutions would appear to support this mission; however, not all constituents are supportive of this opportunity. Two-year institutions have historically been malleable in meeting the needs of the force work and the local community. Since its mission involves service to the community in which it resides, close communication between local companies and the institution ensures that trends within the workforce are analyzed anddegree programs are offered that will provide specialized individuals to meet anticipated job opportunities (Neuhard, 2017). . Fulton (2015) found that the process for implementing or adapting a bachelor's degree program within the community college sector is much simpler than that for a four-year institution, allowing for rapid adaptation to community changes. Additionally, community needs tend to focus on applied science, business, education, and technical fields, which a nearby four-year institution may not support degrees in these areas. Increased access to non-traditional students Further support the mission of increasing community access Colleges that offer bachelor's programs increase degree attainment of non-traditional students, defined as students over age 25, working part-time full or who have dependent children to care for (Holcombe, 2008). The low costs associated with attendance, as well as the convenience of location and flexibility of courses, can be inviting to students by reducing barriers that may deter completion (Fulton, 2015; Povich, 2018). Supporters of offering degree programs on community college campuses argue that it is not in line with the original mission of the two-year college. Additionally, because graduate programs typically have admissions requirements, they no longer support the open access policy that a community college proudly boasts (Fulton, 2015). Unnecessary Competition for Universities In theory, two-year and four-year program offerings should not compete with each other. However, this is not always the case; degree programs are often similar across sister campuses or two- and four-year campuses in the same region, causing institutions to compete for students, funding, and teachers (Fulton, 2015; Povich, 2018). With state funding to institutions now drastically lower than ever – 23% lower than before the recent recession – opponents argue that “mission creep,” or competition between types of institutions, causes a lot of harm to everyone (Fulton , 2015; Kramer, 2016). , opponents of bachelor's programs on community college campuses argue that the degrees awarded will not be the equivalent of those in a similar program taught by a university. Outdated equipment and technology, lower rigor, and an easier proposal/implementation process for graduating from a community college could potentially harm the field of study and hinder students' abilities to obtain a job after graduation. Why now? With the original missionary community college mission having served communities across the United States for the last century, and the arguments against offering graduate programs strong, the question arises as to the need for such programs. Research shows that they have gained popularity for several reasons, including the ease of transferability of credits, meeting the specific needs of a community and not a broader profession, and the need to provide access to a higher degree than the associated for the non-traditional. student (Chen, 2018). Complete College America (2011) reported that students who earn their associate degree at a two-year institution and then transfer to a university earn an average of 29 extra credits above the required 60 credits, to meet the prerequisite requirements for the college program. planned studies. Additionally, Horn and Skomsvold (2011) found that 80% of students enrolled in a community college indicated that they intended to transfer to a university and complete a bachelor's degree, but only 15% actually go on to attend a four-year institution and complete the degree. within six years 31, 2018).