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ADVANCES GROUP 1Co-requisite remediationSupplemental instruction refreshing students who have been outCurricular alignment K-14 or K-20What should math benchmarks beEarly college programsPrior learning assessment for employment and serviceLong-term persistence is not a failure“On-time” does not fit today’s studentsSystem is not designed for working adultsReporting and processes prevent innovationWhat is the ideal time for a courseMove away from credit hoursYear-round financial aidDo students have too many optionsDo they need structured pathwaysRecognizing certificates is necessaryFlipping course of study (start majors early instead of junior year)Better transfer articulationHelp students understand their vocation, purposeGOALS:AccessAffordabilityFlexibilityADVANCES GROUP 2Rethinking “full-time” - alternative approachesJob-in, job-out and life-in, life-outNot continuous does not equal failingStudent financesProfessional development needTeach the “teachers”21st century student data systemFaculty cultureAdministrators must create a need to careConnect non-credit training to transcriptsTransportable value of higher educationCompetency-based education in K-12ADVANCES GROUP 3Remediation solutions:Should be more holistic rather than one test score (ACT)Remedial courses funded the same as other courses despite costing moreCan look at high school GPA, etc., but need more money for these individualized approachesSelf-placementGrow money for support services Competency based education (CBE):Labor intensiveState wants completersCo-requisite model worksFunding model:Not too specificCan fund successful programs at higher rateFund institutions for remedial students who graduateFund on students who actually graduateCompleters cost moreConcurrent enrollment:Is disproportionately prepared studentsProvide some funding for itPolicies have to make sense regarding concurrent enrollmentDual enrollment shortens time to degree and saves moneyMicro-credentials:Incentives for providing themMeet employer needsFlexible terms neededStackable credentials:Seamless transfersReduce time to degreeWho gets credit for degree (for funding purposes):What if all institutions got creditADVANCES GROUP 4Obstacles:No statewide system for reverse transferStudent has to initiate or provide releaseSolutions:Standardized system for reverse transfer could help (template)Funding bump for reverse transferOpt out instead of opt in for studentsHow to avoid triggering automatic loan repaymentCompetency based education:How to bring institutions along - it is not standardized or universally transferableRemediation strongly tied to returning adults:More options for remediationStandardizedFocus on where 80% of students are rather than top studentsAccess to internet affects many of these servicesCapturing learning outside the classroomShould Arkansas take a pause on competency based education and onlineUpper level transfer needs improvementFINANCENon-Need Students:Encourages mission creepNot driven by state or workforce needsRedundant plus enrollment driven not targetedIncremental change not reflective of system transformationRegional needs not reflectedReflect student demographics state realigned with industry demands plus credentialsOutcomes that support innovationTraditional Students (18-24 years old):“College-ready”Full-timeEnrollment-driven/incremental Innovation:Limited through targeted programsCurrent non-targeted model incents status quo Need:Target funding to higher need/risk students (including student socio-economic)Drive-out barriers to student success (transferability of credits and credentials)Incent/support more timely degree attainmentReturn on investment Low-need students, traditional aged most likely to succeed without support:Does not fund students that are succeeding based on prior performancePromotes accessDoes not promote innovationUnderfunded plus misaligned with state needsIncents artificial growth plus redundantLimited focus on student groups of needNon-workforce alignedReinforces mission plus incents innovationTargeted non-traditional studentsCommitment to higher education/investment even in limited money environmentRecognize credentialsMAPPING THE ECO SYSTEMTEAM 1ARKANSAS HIGHER EDUCATION CONTEXTAdd grants and other sources (Lumina, Gates)Add updated facilities in a timely fashion (money outside of just operations money)Strong disconnect with employers (how to get on the same page)Pace/speed of timeReally addressing and listening to the needs of students and familiesCulture awareness of support of degree attainment (family support)Support beyond tuition and feesMAPPING THE ECO SYSTEMTEAM 2ARKANSAS HIGHER EDUCATION CONTEXTAdd staff – first contact staff (such as student services)Workforce needs to be held fiscally responsible in some way for educational preparationHave accreditation shift to another level such as platforms/portabilityAcross state focusDirectly target scholarship dollars to students who need it (low-income/at-risk)Requirement of completion of hoursFinancial literacyMAPPING THE ECO SYSTEMTEAM 3ARKANSAS HIGHER EDUCATION CONTEXTCurrently problem focused instead of possibility focusedHow do you move from traditional delivery to redesign around innovationStudent needs have evolved, the model has not (still grandma’s living room)Pace/speed is importantFaculty resistanceExternal provides room for change but internal causes constraintsCreate adaptive systemMAPPING THE ECO SYSTEMTEAM 4ARKANSAS HIGHER EDUCATION CONTEXTOutside forces will always existBetter education of policymakers on higher education issues to create accurate picture (help translate data), and also involve and include in conversations multiple stakeholdersMore efficient way to explore partnershipsStudents and families are lumped together when demographics is much more diverseStudent support services neededHow to afford to scale services like Career PathwaysTarget need-based aid intentionallyRe-evaluating scholarship requirements (i.e. GPA requirements)STUDENT EXPERIENCETEAM 1Race/Ethnicity:Typically included in economic status discussions (more comfortable); taking money from poor white to black a bit touchyNeed-based aid lackingBusiness/industry does not value educational attainment4 year perspective – system set up to serve primarily white men; need to be able to jump out of the game – count/measure differentlyData is misleading - need to disaggregate (BM much more underserved)Certifications:Need to be valuedLottery Scholarship:Needs to be reformed for non-traditional studentsDo we really want these older/diverse/part-time in our system80% of current resources for 18 year old students - first-time, part-timeHave to market to non-traditional studentsSTUDENT EXPERIENCETEAM 2Gender reality – majority are femaleDownward pressure of wages impacts completion numbersBusiness model in Arkansas apt to emphasize high school completion or lessWe currently market to successful familiesFunding model does not reward concurrent /dual enrolledUndocumented students treated as internationals – need policy changeDelta/low-income, special circumstances (even need adult daycare)Students unemployable – drug useFinancial Aid: none for felons (drug use)Academic Challenge Scholarship program – drug free33,000 seniors in high school: 18,000 applications; 13,000 awards - (no smart cores)Need to educate prison populationLottery Scholarship needs change – need-based emphasis?Academic preparation at K-12 is unevenInability to offer wrap-around services to serve populations that need it mostNeeds: head start, adult education, transportation to school (mobility is big issue)Financial literacy almost non-existentCulture of “no vision” for the futureHigher education in general - no credibility with policymakers (legislators)Lots of policy made by anecdote Citizen legislature K-12 system has failedHave to communicate more like a businessSTUDENT EXPERIENCETEAM 3Hispanic students impacted by language barriers. Lack ESL focus.College-going rates by race differ/impact completion ratesDesigned now to serve white, academically well-performing students with parents who have experienced collegeSupport services need to be funded (currently no money for ESL specifically)No PLA (prior learning assessment) ; life experiences (need daycare); need more flexible class time offerings; on-line offerings limitedAcademic Challenge Scholarship does not serve; tends to serve traditional/well-prepared students Adults impacted – do not value degree; need to do better job of motivatingAdults tend to attend part-timeSystem design: need cohort model; guided pathways; course scheduling. Current system does not penalize this – but no benefit.Lack of sharing between institutionsWe do not fund innovationWe say 12 credit hours is full-timeSTUDENT EXPERIENCETEAM 4HBCU’s already have special/unique acknowledgementHispanic “new” circumstance – now getting some 2nd generation Hispanic students (geographic differences exist)International/immigrant tuition more expensive. Current tuition levels differ by institution (each sets its own)State aid (merit) inhibits success of underserved studentsLottery scholarship - merit now. If changed, student support services would need to be provided. If non-traditional student – no money.What if we gave first generation students first priority in lottery scholarshipFirst generation students would need better measuresGraduating is about time on task – not “hard.”Need resources and support like athletes receive (i.e. tutoring, cohort based/motivators, advising, etc.) ................
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