Table of ContentsSupporting Two-Year Campus Bachelor's Degree ProgramsMeeting Community NeedsPrinciples of ImplementationSpecialized Area of ​​Higher EducationIncreased Access to Nontraditional StudentsMeeting Community NeedsPrinciples implementationTo meet local workforce needs and To expand degree attainment opportunities, some states have begun allowing community colleges, or two-year institutions, to offer programs license. Since its conception more than two decades ago, its popularity has continued to grow: more than 90 two-year colleges offer 900 baccalaureate programs in 19 states (Povich, 2018). The surface opportunity appears favorable. However, this is not without controversy. By understanding the arguments for and against this issue, states can better develop policies that will meet the needs of their communities and citizens. History of Community Colleges in America Say No to Plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay By the end of the 19th century, America found itself blessed with a strong postsecondary education system. Quality institutions, like 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 university system, and linked vocational training to bachelor's degrees (Thelan, 2011) . However, this prosperous period of the Gilded Age cast an elitist view on quality four-year institutions (History.com Editors, 2018). According to Trainor (2015), universities have failed to reach their true potential, due to their need to teach general education to students in their 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 introduced the public to an all-encompassing undergraduate university system. 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 for the average community member (Trainor, 2015 ). In 1892, Harper divided the University of Chicago into a junior college and a senior college and introduced the associate degree for graduates of the old school (Drury, 2003). 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 beginning, as was the idea that university should be accessible to all; and there was a growing sense of pride and community involvement, which established settled communities outside of major cities (Drury, 2003). The founding of the American Association of Junior Colleges (known today as the American Association of Community Colleges, or AACC) led to an expansion of the junior college's mission; they would no longer focus solely on preparing students academically to transfer to a university by earning the associate degree – they would also provide professional training opportunities. Community colleges have seen growth during difficult times in the United States, particularly during periods of war and recession. . In the 1970s, while registrationstripled from 1.6 million to 4.5 million students, there was a strong emphasis on vocational programs to meet local workforce needs (Drury, 2003). Ma and Baum (2016) found that 42% of all undergraduates enrolled in college in 2014 attended a two-year institution. Additionally, minority enrollment at a two-year institution, particularly a public school, is much higher than at a four-year institution, with 22% of Hispanic undergraduates enrolled at a public community college, compared to 13% at a four-year institution. institution, and 14% and 11% for black students enrolled in each type of school, respectively. According to the AACC, “community colleges provide access and opportunity to education through courses that serve as a foundation for a career, a new life, or a new perspective. The belief in the democratization of education by preserving opportunity is paramount to the maintenance of an educated citizenry” (AACC, 2010). Offering bachelor’s degree programs at two-year institutions would seem to support this mission; however, not all voters support this opportunity.Support for Two-Year Campus Bachelor's Degree ProgramsTwo-year institutions have always been malleable to meet the needs of the local workforce and community. Because its mission is to serve the community in which it resides, close communication between local businesses and the institution ensures that trends within the workforce are analyzed and curricula are offered that will provide specialized individuals to satisfy anticipated job openings (Neuhard, 2017). . Fulton (2015) found that the process of implementing or adapting a baccalaureate program in the community college sector is much simpler than that of a four-year institution, allowing for rapid adaptation to community changes . Additionally, community needs tend to focus on applied sciences, business, education, and technical fields, for which a neighboring four-year institution may not support degrees in these fields. Further support the mission of increasing access to community colleges, by offering bachelor's degree programs that increase degree attainment by nontraditional students, that is, students over the age of 25, working full time or having dependent children to care for (Holcombe, 2008). The low costs associated with attendance, along with the convenience of location and course flexibility, can be attractive to students by reducing barriers that can deter completion (Fulton, 2015; Povich, 2018). Supporters of offering bachelor's degree programs on community college campuses argue that this does not align with the original mission of the two-year college. Additionally, because bachelor's degree 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, the program offerings of a two-year institution and a four-year institution should not compete with each other. However, this is not always the case; bachelor's degree programs are often similar between sister campuses or between two- and four-year campuses in the same region, forcing institutions to compete for students, funding, and instructors (Fulton, 2015; Povich, 2018). While public funding of institutions is now considerably lower than ever – 23% ofless than before the recent recession – opponents argue that “mission creep,” or competition between types of institutions, causes great harm to everyone (Fulton, 2015; Kramer, 2016). Finally, opponents of bachelor's degree programs on community college campuses argue that the degrees conferred will not match those of a similar program at a university. Outdated equipment and technology, less rigor, and a simpler proposal/implementation process for community college graduation could potentially harm the field of study and hinder students' ability to obtain employment after obtaining their diploma. Why now? With the original mission community having served communities across the United States over the past century, and the arguments against offering bachelor's degree programs being strong, the question of the need for such programs arises. Research shows that they have gained popularity for several reasons, including ease of transferability of credits, meeting the specific needs of a community and not a broader profession, and the need to provide access to an advanced degree to the associate degree for non-traditional graduates. 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 take an average of 29 additional credits of the required 60 credits, to meet the prerequisite requirements of the 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 earn a bachelor's degree, but only 15% actually pursued their degree. study at a four-year institution and graduate. within six years (Shapiro, 2012). Jenkins and Fink (2016) found that minority students had an even lower completion rate when they transferred from a two-year institution. By allowing a student to remain at the community college and complete the baccalaureate program, appropriate guidance as to course and degree conditions and requirements can be provided to a student from the time of declaration of the program of study. This will theoretically reduce the costs incurred. to a student, in terms of overpaid tuition and textbooks, as well as implicit costs, such as time wasted taking unnecessary courses (Kramer, Week 1: Important Concepts in the Study of Economics, Fiance and Budgeting [PowerPoint slide], 2016).Plus, the hassle of transferring associate degree credits is minimal. Floyd and Skolnick (2005) argue that four-year institutions have never relinquished control over the first two years of a four-year degree and therefore still view themselves as the gatekeeper, deciding which credits can be accepted from a community college and which ones should be. be discarded, leading to excess credits taken at community college. Povich (2018) described this battle as an academic “turf war,” in which universities are unwilling to relinquish power. Respond to community needs around local needs, allowing students to complete their four-year degree and make an immediate impact in the local workplace (Chen, 2018). Often, university programs are structured to allow for the pursuit of higher education or employment of a graduate in the field of study outside the local community. This is an area in which college baccalaureate programsCommunity-based initiatives can have a major impact: they can be designed based on specific needs identified by local workforce professionals, whether current or anticipated (V. Fuentes, personal communication, August 31, 2018). The U.S. Department of Labor projects job growth of 0.7% per year through 2026, an increase from the 0.5% growth seen each year between 2006 and 2016 (2017). Within the workforce during this time, an increasing number of current employees will retire, resulting in a greater overall number of open positions for qualified employees. Floyd and Walker (2009) predict that the majority of growth would occur in the fields of management, transportation, business, and finance, access to which will require, at minimum, an associate's degree, but a bachelor's degree will help ensure promotion and raises. in salary (p. 96). Because of its affordability, flexibility of its class schedules, and convenience of its location for its students, the community college has the potential to increase access to a bachelor's degree for nontraditional students. Earning a bachelor's degree from a community college rather than a university can save a student $10,000 in tuition and living costs (Povich, 2018). Some states, such as Florida, have created financial aid programs to help students pay for their baccalaureate programs at a two-year institution (FLDOE, 2014). Implementation Principles When beginning to consider To offer baccalaureate programs in the community college sector, there should be conversations held by the appropriate stakeholders to address several principles of successful implementation in the areas of the program approval and evaluation process and of their implications (both cost and capacity) (Fulton, 2015; Neuhard, 2017; Russell, 2010;). What are the reasons to consider offering baccalaureate programs at the community college, and how does this support its mission? What data demonstrates a need? · Could the reasons be addressed through local workforce partnerships, regional university agreements, or a restructuring of current associate degree offerings? · How will the implementation of this impact the regional university? · How can an establishment prove the need for local labor? · What is the approval process (at the institutional and state level)? Implications (cost and capacity) · What are the short- and long-term costs associated with implementation? · How will an institution demonstrate its capacity (building, resources, faculty and staff) to deliver the program? · Can an institution's budget support a new program offering? · 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 further considered before program implementation. It is imperative that this benefits the community college, the workforce, and, most importantly, the students, without harming the relationship between these constituents and the local university. Annual evaluations of program offerings will ensure that they meet stated goals and remain profitable for the institution (V. Fuentes, personal communication, August 31, 2018). Specialized field of higher education In order to meet local workforce needs and expand degree attainment opportunities, some states have begun to authorize community colleges, ortwo-year institutions, to offer bachelor's degree programs. Since its conception more than two decades ago, its popularity has continued to grow: more than 90 two-year colleges offer 900 baccalaureate programs in 19 states (Povich, 2018). The surface opportunity appears favorable. However, this is not without controversy. By understanding the arguments for and against this issue, states can better develop policies that will meet the needs of their communities and citizens. History of Community Colleges in America By the end of the 19th century, America found itself with a strong postsecondary education system. Quality institutions, like 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 university system, and linked vocational training to bachelor's degrees (Thelan, 2011) . However, this prosperous period of the Gilded Age cast an elitist view on quality four-year institutions (History.com Editors, 2018). According to Trainor (2015), universities have failed to reach their true potential, due to their need to teach general education to students in their 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 introduced the public to an all-encompassing undergraduate university system. 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 for the average community member (Trainor, 2015 ). In 1892, Harper divided the University of Chicago into a junior college and a senior college and introduced the associate degree for graduates of the old school (Drury, 2003). 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 beginning, as was the idea that university should be accessible to all; and there was a growing sense of pride and community involvement, which established settled communities outside 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) led to an expansion of the junior college's mission; they would no longer focus solely on preparing students academically to transfer to a university by earning the associate degree – they would also provide professional training opportunities. Community colleges have seen growth during difficult times in the United States, particularly during periods of war and recession. . In the 1970s, as enrollment tripled from 1.6 million to 4.5 million students, there was a strong emphasis on vocational programs, to meet local workforce needs ( Drury, 2003). Ma and Baum (2016) found that 42% of all undergraduates enrolled in college in 2014 attended a two-year institution. Additionally, minority enrollment at a two-year institution, particularly a public school, is much higher than at a four-year institution, with 22% of Hispanic undergraduates enrolled at a public community college, compared to 13% at a four-year institution.institution, and 14% and 11% for black students enrolled in each school type, respectively. According to the AACC, “community colleges provide access and opportunity to education through courses that serve as a foundation for a career, a new life, or a new perspective. The belief in the democratization of education by preserving opportunity is paramount to the maintenance of an educated citizenry” (AACC, 2010). Offering bachelor’s degree programs at two-year institutions would seem to support this mission; however, not all voters are in favor of this opportunity. Two-year institutions have always been malleable to meet the needs of the local workforce and community. Because its mission is to serve the community in which it resides, close communication between local businesses and the institution ensures that trends within the workforce are analyzed and curricula are offered that will provide specialized individuals to satisfy anticipated job openings (Neuhard, 2017). . Fulton (2015) found that the process of implementing or adapting a baccalaureate program in the community college sector is much simpler than that of a four-year institution, allowing for rapid adaptation to community changes . Additionally, community needs tend to focus on applied sciences, business, education, and technical fields, for which a neighboring four-year institution may not support degrees in these fields. Increased access to non-traditional students Further support the mission of increasing access to the community Colleges that offer bachelor's degree programs increase degree completion by non-traditional students, i.e. aged over 25, working full time or having dependent children to care for (Holcombe, 2008). The low costs associated with attendance, along with the convenience of location and course flexibility, can be attractive to students by reducing barriers that can deter completion (Fulton, 2015; Povich, 2018). Supporters of offering bachelor's degree programs on community college campuses argue that this does not align with the original mission of the two-year college. Additionally, because bachelor's degree 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, the program offerings of a two-year institution and a four-year institution should not compete with each other. However, this is not always the case; bachelor's degree programs are often similar between sister campuses or between two- and four-year campuses in the same region, forcing institutions to compete for students, funding, and instructors (Fulton, 2015; Povich, 2018). With state funding for institutions now considerably lower than ever – 23% less than before the recent recession – opponents argue that “mission creep,” or competition between types of institutions, is causing much harm to everyone (Fulton, 2015; Kramer, 2016). , opponents of bachelor's degree programs on community college campuses argue that the degrees conferred will not match those of a similar program at a university. Outdated equipment and technology, less rigor, and a simpler proposal/implementation process for community college graduation could potentially harm the field of study and hinder students' ability to 31, 2018).