Illinois Consortium of Adult Accelerated Programs: The Formation of an Alliance

Transcription

1 Illinois Consortium of Adult Accelerated Programs: The Formation of an Alliance Annette Haggray College of DuPage, Glen Ellyn, IL Carrie Johnson Northern Illinois University Debi O Dea Millikin University, Decatur, IL Roberta Sell College of DuPage, Glen Ellyn, IL Greg Square Parkland College, Champaign, IL Adult education administrators within a college or university setting face many challenges.in recent years, higher education has seen an increase in accelerated courses and degree programs designed for adult students.the Illinois Consortium of Adult Accelerated Programs (ICAAP) provides opportunities for professionals working with accelerated programs to set up a forum for sharing best practices and concerns. A secondary but implicit purpose is to spread the story about the accelerated adult programs movement in higher education. Background Information While institutions of higher education seek ways to maintain their purpose to the traditional learner, one of the most important changes and influences in higher education is the overwhelming number of adult learners (Bash, 2003). In addition to academic quality, many adult education administrators are directly responsible for generating revenue to support their own programs, as well as programs in other areas of the university. Often, the goals and culture of the adult education unit contradict that of the institution as a whole. Adult education administrators within a college or university setting face many challenges. These challenges may include academic quality, marketing, and the marginalization of the adult education unit. Many faculty and administrators who do not work directly with the adult population often have misconceptions about programming and often do not understand that a greater level of complexity and depth is required than what may be apparent (Bash, 2005). Hatfield (1989) states that effective university adult and continuing education administrators must be involved within the community as well as their academic institution. This adds a dimension to the job that often creates tension and isolation. He notes that this dual role places these administrators in both academic and non-academic 1

2 cultures. Thus, continuing educators often are perceived, or believe they are perceived, as marginal members of the academic culture an ambiguous status that can foster a sense of insecurity and isolation (Hatfield, 1989, p. 313). Traditional institutions have been reluctant to accommodate the various needs and preferences of non-traditional and adult learners (Bash, 2003). While the structure of most adult and continuing education units tends to be non-traditional, they have been forced to work within the structure of traditional institutions (Shoemaker, 1989). Queeney (1995) points out the importance needed to meet the educational desires of adult students whose needs are not met by standard programs offered to traditional aged students. The role of higher education is to design, develop, and deliver high-quality educational activities that provide the information all clients need, including adults. Institutions must focus on making the process easy for them to acquire and use by considering design, scheduling, and support services (Queeney, 1995, p. xi). An adult education unit needs to be flexible and in touch with the needs of the community. This is often not the case with traditional institutions. Sometimes they (educational institutions) have become so committed ideologically or bureaucratically to their traditional functions, they actively resist change (Walshok, 1999, p. 21). In recent years, higher education has seen an increase in accelerated courses and degree programs designed for adult students. Experts agree that accelerated and adult degree completion programs are becoming increasingly relevant and more frequent within the higher education community (Bash, 2003). According to Kasworm (2003), accelerated degree programs designed for adults are not new to higher education and the increased percentage of students aged twenty-three years and older can be attributed in a large part to accelerated adult degree programs. Accelerated courses are college-level courses delivered with less time spent in the classroom than a traditional course. These are courses designed to provide students with the opportunity to earn college credits, a certificate program, or a college degree in less time than a traditional program. According to Wlodkowski (2003), there are approximately 300 colleges and universities with accelerated degree programs in the United States. In addition, many colleges offer some form of intensive course with reduced contact hours. It is predicted that by 2011 approximately 20% of adult college students will be enrolled in an accelerated program (Wlodkowski, Mauldin, and Gahn, 2001). The growth of these programs leaves practitioners with questions regarding administrative, curricular, and policy issues. Although the research on accelerated learning is lagging, the research thus far suggests that these courses are a viable alternative for adults returning to college. A Prelude to ICAAP The professional experience, and often isolation, of adult educators make them keenly aware of the necessity for continued discussions of the growing needs of the adult leaner. Adult educators are faced with the challenge of serving adult students with relevant, 2

3 flexible and quality learning experiences that result in pragmatic proficiencies, skills, and knowledge with very little guidance and mentoring. In the past three years, faculty members and administrators of accelerated programs have met to discuss the challenges and issues they face. Through a series of meetings and conferences conducted by the Council for Adult and Experiential Learning (CAEL) and a newly formed group the Council for Accelerated Programs (CAP), professional development and networking opportunities has existed related to the challenges, research, and assessment of adult and accelerated programs. Assessment and academic quality are primary concerns for many working with accelerated courses. Professionals working in these programs struggle to serve the marketplace while responding to their colleagues within their institutions who question the academic integrity of their programs. While national opportunities exist, local opportunities to share and learn within the accelerated educational arena have been limited. As a result, institutions in Illinois have formed the Illinois Consortium of Adult Accelerated Programs (ICAAP). The beginning ICAAP The concept of ICAAP grew from need. The director of the Adult Accelerated Program from College of DuPage, had been affiliated with a partner school network while working for an accelerated program at another institution. Feeling a sense of isolation and with the support of her dean, this individual gathered administrators from a number of nearby programs with the goal of providing a forum for networking with colleagues and offering structured opportunities to share ideas, experiences, best practices, and solutions to challenges related to these programs. A secondary but implicit purpose was to raise awareness, understanding, and credibility of accelerated programs. Through deliberate effort and word-of-mouth, this group has grown from the relatively small group of five colleges and ten individuals who attended the first meeting in December of 2003 to over 40 colleges and 100 individuals in This statewide alliance has a membership that includes two and four year public and private colleges and universities, representatives from the Council on Adult and Experiential Learning, and the Illinois Community College Board. Purpose There was a growing recognition of isolation among adult accelerated program leaders. Numerous conversations at conferences where colleagues shared their concerns identified the need for a forum for problem solving among accelerated programs. The necessity to create professional development opportunities specific to the needs of accelerated programs was a concern of those working in this area of higher education. Adult educators faced with the challenge in isolation, seek innovative formats, schedules, and delivery systems that provide convenient access for serving adult students. As adult 3

4 programs, especially accelerated programs, become increasingly popular, the networking of those designing, managing, servicing and teaching in such programs will become ever more important. Donaldson & Graham (2002) note that while colleges and universities have implemented accelerated degree programs in order to make higher education more convenient and accessible for adults, the research has not kept up with these changes. Few studies have been conducted on accelerated degree programs, leaving us with little evidence upon which to base our practice (Donaldson & Graham, 2002, p.2). With the continued presence and impact accelerated programs are having on higher education and with its limited research to support best practices, networking within this segment of education becomes increasingly important. ICAAP provides a venue for this at a localized level. Adult learning programs represent one of the most dynamic change agents within higher education. These programs have survived and continue to thrive because of their creative and flexible evolution through entrepreneurial strategies (Bash, 2003). According to Bash (2003), adult learners may be more demanding than their traditional counterparts. Their self-view as consumers and customers seek quicker, direct and practical responses to their concerns and needs. Attentive adult programs have learned to listen and quickly respond to these concerns and be more responsive and flexible at developing new programs that meet the needs of the adult learners. The success of adult learning programs can be attributed to sharing best practices (Bash, 2003). ICAAP offers a localized venue to allow such sharing. How ICAAP Works While the institutions involved in ICAAP are at various stages of accelerated program design, development, and implementation, the networking opportunities and sharing of ideas have become extremely beneficial to the organization. Experienced institutions and programs are available to guide new program administrators with the experiences of what has worked and what has created challenges along the way. The needs and desires of the group are consistently assessed to determine the types of professional develop necessary. What began as informal meetings for the purpose of discussion, networking, and a means of sharing ideas of current practices has expanded to include scheduled workshops and seminars. The networking, seminars, and workshops offered vary in content and are targeted for the various audiences across institutions and programs including administration, faculty and staff. The topics of workshops have included assessment of classroom, course, and program evaluation; recruitment and retention; organizational structure including reporting lines, centralization verses decentralization, and departmentalizing; structure, scheduling and framework of successful programs; policies and procedures; faculty recruitment, hiring, and development; student service areas and other topics related to best practices of adult accelerated programs. Speakers have included those within the consortium who have experience and/or expertise in related subjects, guests from national organizations, and administrators, faculty and even panels of adult students who provide valuable insights to their own needs, wants, and desires in effective adult programs. 4

5 While the physical meetings, workshops, and seminars are close enough in proximity to travel within a day s time, the ICAAP group also communicates and networks through a ListServ which allows for questions, discussions, sharing of information, follow-up, and any additional wanted or needed communication. Challenges to Forming an Alliance The formation of ICAAP was met with certain challenges. The first task was identifying the colleges and universities within Illinois that have accelerated programs. The Council on Accelerated Programs (CAP) maintains a list of the programs that have registered with them. In an effort not to exclude schools with accelerated programs, an internet search was done. Once this list was developed, contact was made at the various schools. In some cases, it took some effort to identify the appropriate contact person within the institution. One individual made all of the initial contacts. Without the support of her employer, this alliance would not have become a reality. Although there was some initial concern about sharing trade secrets with competing schools, the culture and tone of collaboration and cooperation was set from the very beginning. There was an emphasis placed on finding solutions to common problems. Each school is distinctive and serves a certain segment of the "potential student pool". From the very beginning of ICAAP, members gave support to each other. The goal was to improve all of the programs through networking. It has also given the two-year public colleges and the four-year private institutions the opportunity to learn about each other s programs. As noted previously, a few individuals began ICAAP. Anyone attempting to establish a similar organization needs to commit a great deal of time and energy. Again, the importance of having the support of one s institution is critical. In the case of ICAAP, this hard work did pay off. It is obvious that the alliance fulfills a need for member schools in the state of Illinois. Benefits to Participants Member feedback has been very positive. One member commented, We are pioneers. We openly share ideas of best practices, and get mutual support because our problems are similar across all of our institutions because in most cases we are change agents. Members appreciate being part of an organization that recognizes that adult programs are dynamic and entrepreneurial. ICAAP provides a structured forum for networking and generating new ideas. Members note that ICAAP reduces feelings of isolation among program leaders and energizes them through networking and new partnerships. One member states, The benefit of exchanging ideas at monthly meetings and the online discussions are immeasurable in worth. There has been a very large exchange of information from members while the online discussions and monthly meetings help in identifying problems and solving them in ways that uniquely address the accelerated 5

6 program and non-traditional student. We are cohesive because we have the same goal and we are critical in our assessment of ourselves, about what needs exist and what needs to done about it. For some of us this is the only avenue of learning about the area of nontraditional accelerated education. Attendance at ICAAP meetings serves a variety of purposes for its members. It supports the professional development needs of diverse institutions, reaffirms, and validates their work with adult learners. One member stated, ICAAP has given me new ideas to think about and a chance to reflect on how these new ideas could possibly impact our program. In addition, this group allows me the opportunity to network with colleagues who embrace prior learning and the adult learner. I for one am very pleased personally and professionally that this group exists! A new member of the group notes, The learning process would be torturous without ICAAP! Not only am I learning about the advanced concepts with the folks that have been involved for a long time, but I am also learning the freshman concepts. It would take me much longer to learn all of the on-the-job tasks without ICAAP. I m very appreciative of this learning environment. The meeting agenda is driven by the current needs of the institutions represented. The format of the ICAAP sessions is highly interactive and the information provided is immediately useful to participants. Participants find the time commitment to be reasonable and participation is financially affordable for institutions. One member states, My interest in joining ICAAP was to have the opportunity to learn what others in accelerated programs are doing. Each institution probably has its uniqueness that would keep everything from working as well for us as it does at another college/university, but for those things that would work, why reinvent the wheel? Colleagues are generally quite open in these meetings about what HASN T worked so well, too, and that s good to know if we re thinking about doing something that hasn t had the best outcome elsewhere. Finally, nobody has the market cornered with regard to the best ideas and best practices, so ICAAP is a great venue for sharing. The future of ICAAP Future direction will emerge from needs of the alliance institutions. As the membership and interest in ICCAP continues to grow, the need of keeping it relevant and all together becomes essential. The current organizational structure is a steering committee that is purely voluntary, made up of individuals who can come and go as their schedule allows. The steering committee function is to provide direction to the group by planning programs, serving the member schools, conducting surveys, developing websites, list serves, etc. A more formal structure might possibly provide more commitment, continuity, and legitimacy, but for right now, members enjoy the structure that is in place. Along with the continuing growth comes the need to tell the story. Accelerated learning signals a tidal wave of change for higher education. Leaders in the field could shoot the messenger by ignoring the transformation that has occurred. This would be an irresponsible stance, however, in the face of the great need for innovative support for adult learners in higher education. It is still rare to see higher education journals, including the Chronicle of Higher Education, publishing articles that substantively 6

7 discuss adult education, much less accelerated learning (Wlodkowski & Kasworm, 2003). Local consortiums allow the continued growth, sharing, and learning from each other as well as establish alliances for future research possibilities. Conclusion Bash (2005) describes the purposes of previous projects that brought together administrators, colleagues, deans, and directors of adult programs for the purpose of observing commonalities, strengths, and distinguishing features of the diverse groups of adult programs. Like this project organized by CAEL on a national level, smaller more localized groups like those participating in ICAAP understand the need and desire to participate and share experiences and best practices. The need to improve programs by sharing benchmarks and best practices is powerful. While adult learner programs have been increasing popular and competitive, collisions of institutions bring greater attention and interest to the previously ignored population of adult learners (Bash, 2005) and their administrators. References Bash, L. (2005). Best practices in adult learning. Bolton, Massachusetts: Anker Publishing Co. Bash, L. (2003). Adult learners: Why they are important to the 21st century college or university. Journal of Continuing Higher Education, 51(3), Donaldson, J. E. & Graham, S. W. (2002). Accelerated degree programs: Design and policy implications. Journal of Continuing Higher Education, 50(2), Hadfield, J. (2003). Recruiting and retaining adults in higher education. In D. Kilgore & P. Rice (Eds.), Meeting the Special Needs of Adult Students (pp ). San Francisco: Jossey-Bass. Kasworm, C. E. (2003). From the adult student s perspective: Accelerated degree programs. In R. J. Wlodkowski & C. E. Kasworm (Eds.), Accelerated learning for adults: The promise and practice of intensive educational formats (pp. 5-15). San Francisco:Jossey-Bass. Shoemaker, C. 1998). Leadership in continuing and distance education in higher education. Needham Heights, MA: Allyn & Bacon. Walshok, M. (1999). Rethinking the policy assumptions that shape the academic Enterprise. Adult Learning, 10, Wlodkowski, R.J. (2003). Accelerated learning in colleges and universities. In R. J. Wlodkowski & C. E. Kasworm (Eds.), Accelerated learning for adults: The promise and practice of intensive educational formats (pp ). San Francisco:Jossey-Bass. Wlodkowski, R.J., Mauldin J.E., and Grahn, S.W. (2001). Learning in the fast lane: Adult learners persistence and success in accelerated college programs. Indianapolis: Lumina Foundation for Education. 7