Promoting Lifelong Learning by Degrees

1. Promoting Lifelong Learning by Degrees Presenters: Beth Arman, Director, Technical Training, Community College of Baltimore County, MD Jose Anaya, Statewide Director, Centers for Applied Competitive Technologies, El Camino College, CA Teresa Hess, Director of Apprenticeship Training and Grants Administration, Ivy Tech Community College of Indiana

2. Promoting Lifelong Learning by Degrees – What We Mean Apprentices are often college students already, in Continuing Education; now they want degrees and educational pathways. Many colleges already offer some type of apprenticeship degree, but we are trying to build a more consistent, cohesive system little by little, i.e. by degrees.

3. Background - National • Registered apprenticeship – college work group convened by U.S. Department of Labor and U.S. Department of Education at request of Secretary of Labor’s Advisory Committee on Apprenticeship • Rationale: • Facilitate college credit for graduates of registered apprenticeship programs • Support broad educational goals such as completion agenda and improving number of Americans with post-secondary training • Identify best practices in articulation agreements • Publicize and promote best practices to bring them to scale

4. Background - National • DOL hopes to establish a consortium to: • Strengthen relationships among Registered Apprenticeship and community college representatives nationwide; • Facilitate informed partnerships that recognize the resources, limits, and requirements of one another’s systems; • Enhance national understanding of and responses to needs of apprentices; and • Advocate for flexibility to enable apprentices to • earn credit for their Registered Apprenticeship experience • pursue further credentials in community college programs, and • utilize transfer opportunities to four-year universities to earn Bachelors degrees.

5. Background - National • DOL is also: • Developing a database of existing articulation agreements between registered apprenticeship programs and community colleges • Exploring how the consortium could be staffed – may have to be contracted to a non-federal organization • Convening discussions with various stakeholders, including representatives from regional accrediting bodies

6. Consortium Principles Principle 1. Successful Registered Apprenticeship program graduates should be able to receive appropriate college credit. Principle 2. Educational institutions should maintain necessary flexibility. Principle 3. Consortium members should exhibit a clear understanding of and support for their respective roles.

7. Initial Conditions for Membership • Post-secondary institutions: • Be in Council for Higher Education Accreditation’s Database of Accredited Programs; • Grant degrees; • Accept prior learning assessment and transfer credits; and • Provide program information. • Apprenticeship sponsors: • Have program with standards registered with DOL or a State Apprenticeship Agency; • Submit to program review to assess program quality and rigor, and determine credit value; and • Provide program information.

8. Criteria for Consortium Operation Criterion 1. Crediting Learning from the Registered Apprenticeship Certificate. Criterion 2. Consistent Policies with Peer Colleges. Criterion 3. Transfer of College Credit.

9. State and Regional Level • Articulation agreements began at the local level, between individual colleges and apprenticeship programs. • Some activity is happening on a state/regional basis. • It may be easier to build and expand on state/regional models than to develop a national system.

10. Washington State • Primary apprenticeship degree: “Multi-Occupational Trades” • Covers most construction apprenticeship programs – must be at least 3 years long • Offered by largest college apprenticeship providers, most geographic regions • Apprenticeship graduates request and receive block of 70 credits (technical core) towards AAS degree, must take 20 credits of general education

11. Washington State • Concept developed by statewide work group: State Board; colleges; apprenticeship sponsors • State Board does not have authority to grant a statewide degree • Any college that wants to offer the degree must submit paperwork, get approval from local Board of Trustees, and get approval from State Board • Easy for additional colleges to implement because groundwork has been done

12. Washington State • Strengths: • General consistency across state (degree title, # credits, wide availability) • Easier to get a single degree approved than one for each trade • Students have completed bulk of degree by the time they complete apprenticeship • Weaknesses: • Degree title isn’t specific to trade/occupation • Individual courses aren’t transcripted, treated as a block of credits after completion – therefore hard to transfer • Students get no credit if they drop out of apprenticeship program (mutual agreement of colleges and apprenticeships)

13. Washington State - Exceptions • U.S. Department of Defense apprenticeship programs with Olympic College: • Each occupation has its own degree program • Classes are transcripted each quarter • Stationary Engineering apprenticeship program with Renton Technical College • Can get degrees in Commercial Building Engineering, Industrial Engineering, or both • Non-apprentices take same courses • Some Machinist apprenticeship programs articulate to some college degrees in Machine Technology (or related title)

14. Maryland • Similar model to Washington State: • Some colleges that work closely with apprenticeship programs have developed “apprenticeship degree” • One degree title for multiple trades • Covers most construction apprenticeship programs • Credits are requested and awarded after apprenticeship graduation

15. Maryland • Differences from Washington State: • Inconsistent degree titles from one college to another, less name recognition statewide • Apprenticeship graduates get fewer credits (6 cr/year of apprenticeship program) • Transcription of courses is clearer (e.g. Blueprint Reading, Construction Materials and Methods), not just block of credits

16. California Apprenticeship Programs • Apprentice figures • 850 approved apprentice occupations • Majority are in construction trades • 54,000 apprentices • More than 250 approved programs • Program sponsors include: • Individual employers • Employer associations • Joint-sponsored labor/management association • Local Education Agencies individually contract with program sponsors • High school districts, ROP and Community Colleges

17. CA Community Colleges • California Community College System • 112 Colleges in the State • 2.4 million students • 25% of US Community College students • College Apprenticeship Programs • 31 Colleges throughout the State offer programs • 241 individual occupational programs • 30 colleges offer various certificates in apprenticeship related programs • 15 colleges offer some type of A.S or A.A degrees • 13 occupational programs offer no college credit

18. Associate Degree Programs • Automotive technology • Carpentry • Culinary Arts • Electrical • Environmental Controls • Heavy Equipment Operation • Industrial Electronics • Machine Tool Technology • Masonry • Plumbing • Roofing • Sheet and Structural Steel

19. Program Fundamentals • Require a high school diploma or GED • Prerequisites depending on program • Students selected by a local apprenticeship training committee • Programs take 1 – 6 years • Most are in the 3 – 4 years range • Earn as you learn model • Pay raises as you progress through the training • Nationally recognized as a skilled Journeyman or Woman

20. Strengths & Weaknesses • Strengths • Time-tested on-the-job training education delivery system • High-skill jobs with strong wage progression • Opportunity to upgrade skills for individuals with low skills • Offer some degree and certificate programs • Essential component of CA’s economic growth • Meeting employers needs for skilled personnel • Weaknesses • In the past four years, funding cut by 50% • As the economy recovers, no new funding for expected demand • College apprenticeship programs work in silos – no coordination or standardization • No real pathways toward a Bachelors degrees • Little public awareness

21. State Developments • California’s Strategic Workforce Development Plan: • Looking at ways of increasing apprenticeships • Capacity building programs • Awareness campaigns • Alternative funding • State started a pilot program to allocate funds from ETP to apprenticeship programs • Legislation passed to allocate WIB training funds toward apprentice-able occupations • Expand formal apprenticeship programs in key priority sectors like green and healthcare

22. College Developments • The 5 largest Colleges apprenticeship programs formed a committee to: • Look at and adopt best practices • Align and standardize college apprenticeship programs • Provide college credit for all apprenticeship programs • Utilize transfer opportunities to four-year universities to earn Bachelors degrees • Prior Learning Assessment models • Look at new funding opportunities

23. Lessons Learned • Most significant change occurs duringtimesof crisis • California Community Colleges are in a state of crisis • Student Success Initiative • 22 specific policy changes to improve educational achievement • Doing What Matters for Jobs and the Economy • Give Priority for jobs and the economy • Make Room for jobs and the economy • Promote Student Success • Innovate for jobs and the economy • Identify and implement best practices • The value of this national consortium

24. Overview of Ivy Tech Community College • Indiana’s statewide community college system • Ivy Tech offers degree programs at 23 campuses making it possible to run consistent programs throughout the state • Accredited by the Higher Learning Commission and a member of The North Central Association

25. Apprenticeship Programs - Earn While You Learn

26. Innovative Degree Program • Enables the delivery of an AAS degree in Apprenticeship Technology to apprentices and journeypersons enrolled in certified local union apprenticeship programs.

27. Partners Working Together to Advance ApprenticeTraining • Building Trades JATC Programs • Indiana Department of Workforce Development • Indiana Commission for Higher Education • US Department of Labor/Bureau of Apprenticeship Training • Ivy Tech Community College

28. Academic Recognition The original goal of the Apprenticeship Degree Program was designed to provide academic recognition for the educational and training activities of the building trade’s apprenticeship programs

29. Pilot Programs • In 1993-1994, Ivy Tech began a pilot AAS Degree program with 4 apprenticeship programs • A “program study team”evaluated each program and reviewed their standards, curriculum, textbooks, materials, etc.

30. Degree Program • Determined that Ivy Tech would recognize all national standard curriculum delivered by the JATC’s meeting national standards • The degree program has expanded to partner with 15 different trades at 68 sites

31. Participating Programs Millwrights Operating Engineers Plumbers/Pipe Fitters Painters REMC/Electrical Lineman Sheet Metal Workers Teledata Technicians Boilermakers Bricklayers Carpenters Electricians Elevator Constructors Glaziers Heat & Frost Insulators Iron Workers

32. Degree Program Design • Leverages the educational components delivered by each partner without diluting or compromising the technical program already delivered by the JATC program • Adds general educational courses to a technical core to complete a well-rounded program

33. Degree Program Logistics • Apprentices are enrolled at Ivy Tech from day one of the apprenticeship program. • General education courses are completed as they progress through the apprenticeship program • Courses may be taken in a classroom setting or through distance education

34. Enrollment • There are currently 4,500 apprentices registered throughout the state • Each participant is on an AAS Degree or TC Academic Track

35. Student Success

36. Outcomes Provide a Range of Credentials • Associate Degree/Technical Certificate • Journeyperson’s Card • Nationally recognized certifications

37. Benefits of Degree • Recognizes the quality training that the apprentices are receiving by awarding college credit • A positive marketing tool for the JATC’s • A stepping stone that builds each student’s ability to further their education.A Journeyperson’s Card says that one knows the industry, the addition of a college degree will allow more career choices within the industry

38. Value of the Degree • Reaches the nontraditional learner who would not be typically college bound • Increases the overall number of college degrees • Expands and enhances the overall education level of skilled workers to meet the ever changing demands of the job market

39. How Success is Measured • Over 8,500 Degrees awarded since inception of program • Thousands of National Certifications awarded • Large number of individuals coming back for Journeyperson Upgrade classes= Education, Training and Employment

40. Lessons Learned • Thinking outside of the box. In the early 1990’s, the apprenticeship degree program was very progressive…clearly outside of the parameters of higher education. • The unique challenges presented in collaborating with multiple labor/management organizations • Building Relationships = Strong Partnerships