CCBA Promising Practices

Promising Practice can be described as a key ingredient to ensuring adult and underrepresented learners succeed in community college baccalaureate (CCB) programs. These practices contribute to equitable and successful education, employment, and other life outcomes for students and graduates. Rooted in the knowledge and experience of practitioners who design and deliver CCB programs, the evidence of the effectiveness of Promising Practices often relies on qualitative and quantitative data gathered and reported by faculty and staff.

As institutions seek opportunities to better understand what elements contribute to successful CCB degrees, the CCBA created this collection of innovative and effective practices as a valuable resource for practitioners at every stage of the CCB journey. From planning and designing new programs to evaluating and improving programs already in place, this portfolio of proven tools and strategies was submitted by colleges from around the nation.

The collection and publication of this database of CCBA Promising Practices was made possible with funding provided by the ECMC Foundation. We would also like to recognize the CCBA board, staff, and members who offered advice and submitted nominations. We appreciate the Promising Practices research team of Bragg and Associate led by Dr. Debra Bragg for their work in bringing this project to fruition.

For more information on the individual college’s Promising Practices, the contact person’s email is listed.

Last updated January 01, 2024

Last updated February 09, 2024

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Accelerated Completion

Ohio
  • 2023
  • Equitable Access and Outcomes, Flexibility
  • Central Ohio Technical College
  • www.cotc.edu
  • Melinda Brillhart
  • brillhart.19@mail.cotc.edu
  • Learners move at the pace that works for them. They can accelerate/decelerate as needed. This practice allows for quicker completion or more flexibility for working adults.

Beyond Articulation-Community College Transfer Pathways

Texas
  • 2023
  • Affordability, Flexibility, Student Services
  • Lone Star College
  • www.lonestar.edu
  • Dalia Sherif
  • dalia.sherif@lonestar.edu
  • Community colleges' baccalaureate program offerings has made it possible to create transfer pathways via articulation agreements to other community colleges and not only to four-year universities. Being a new initiative, there were several pain points we faced while trying to get the new "non-standard" agreement past the legal teams at both colleges and to show the recruitment value embedded in it.

Co-Enrollment of BAS or BAT student in Graduate Program

Texas
  • 2023
  • Affordability, Equitable Access and Outcomes, High Level of Learning
  • South Texas College
  • www.southtexascollege.edu
  • Ali Esmaeili
  • esmaeili@southtexascollege.edu
  • This Promising Practice is a collaboration between South Texas College with both public and private university partners that provides BAS and BAT students the opportunity to be co-enrolled in bachelors and masters level courses. In this collaboration, students who choose the co-enrollment track take nine credit hours at South Texas College's 4000 level courses which will also count as nine credits in the various universities' master 's program curricula. Coursework in these 4000 level courses is enhanced so that assignments include research and a focus on graduate work. The college has dedicated academic coaches for the co-enrollment track that can assist students with the process. The marketing of the program by highlighting an accelerated path toward a master's degree is a key component of the success of this program. There are positive outcomes for the college and the universities who participate in this innovative program. First, the program provides recruitment opportunities for South Texas College as it has the ability to raise their own future faculty members. The universities who participate in the co-enrollment agreement have a pipeline for the graduate students coming from the college thus increasing the universities' enrollments.

Competency-Based Education Bachelor’s Program Development Advisory Model.

Texas
  • 2023
  • And Collaborations, Employer Partnerships, Equitable Access and Outcomes, Experiential Learning, Flexibility
  • South Texas College
  • www.southtexascollege.edu
  • Kevin Peek, Ali Esmaeili, and Ruben Flores
  • kmpeek@southtexascollege.edu
  • This promising practice was designed in response to ongoing requests from academic and workforce programs in institutions of higher education in Texas and throughout the country for guidance in developing quality CBE programs. It consists of four mutually reinforcing steps: Step One: Disseminate general information via our website, publications, and conference activity about the CBE bachelors' programs at South Texas College and how to request an advisory meeting to develop and implement a new CBE program. Step Two: Schedule advisory meetings with college and university departments seeking information/guidance about how to develop CBE programs. Stage Three: Provide additional advising and materials as needed, such as our book, "Competency-Based Education Made Easy," which describes the step-by-step process that we recommend for developing and implementing CBE programs. Stage Four: Ongoing follow-up is proffered upon request, which includes but is not limited to additional virtual meetings, travel to the college/university developing the new CBE program, and specialized individual and group information sessions.

Early Action Letters

Washington
  • 2023
  • Affordability, Equitable Access and Outcomes, Student Services
  • Lake Washington Institute of Technology
  • www.lwtech.edu
  • Mike Potter
  • mike.potter@lwtech.edu
  • Students are guaranteed a spot in the BAS if they continue with their progress in the AS degree.

Equity Analysis

Washington
  • 2023
  • Equitable Access and Outcomes, Evaluation: Evidence-Based Programs and Practices, Student Services
  • Lake Washington Institute of Technology
  • www.lwtech.edu
  • Mike Potter
  • mike.potter@lwtech.edu
  • A successful implementation requires top management support backed up with a college DEI plan. Top management endorsement of equity analysis is also crucial. Specifically, instructional administrators and staff need to develop program review processes, documents, templates, timelines, and review procedures. Faculty will engage in this process once program-level data is provided. Funding, time, staff, and training are all required. Enrollment services must verify quality assurance (QA) procedures to ensure that data are valid and reliable for the purposes of analyzing equity gaps. Institutional research must invest in the tools, training, staff, and time to create the Tableau dashboards. Professional development must be created, implemented, and revised to implement follow-up strategies to close equity gaps. By using this process, some of our 11 baccalaureate degree programs have no equity gaps.

Personalized Advising & Success Coaching

Wyoming
  • 2023
  • Equitable Access and Outcomes, Student Services
  • Western Wyoming Community College
  • www.westernwyoming.edu
  • Beth Gard, Clifford Wittstruck
  • bgard@westernwyoming.edu;cwittstruck@westernwyoming.edu
  • Customized/personalized advising allows students to make a connection to the institution and helps them discover their complete potential. It also gives students a point of contact for all questions. The customized advising process begins with students assigned a faculty advisor who teaches in the BAS program. The student is contacted by this faculty member more than three times a semester to help with retention and continuous enrollment. Everything done between the faculty member and the student is specific to the student’s needs and career goals. Student goals and aspirations are documented in the college’s student information system for the student and faculty advisor to utilize when course planning. The faculty advisor also serves as a point of contact between students and employers. Because faculty are so involved with the students it appears as though the students feel a deeper sense of connection to the program. Faculty get to know these students very well and can assist them when they have questions or if issues outside the classroom arise. It helps students feel like they have an advocate on campus and a partner in their educational journey.

Pro-Active Dedicated Advisors

Florida
  • 2023
  • Equitable Access and Outcomes, Student Services
  • Seminole State College of Florida
  • www.seminolestate.edu
  • Debbie Lynch
  • lynchd@seminolestate.edu
  • Each CCBA student is assigned a dedicated advisor that connects with their students from the point of application. Each advisor is the subject matter expert on the student’s program of study and preferred campus location. The Advising and Counseling team utilizes prescriptive and pro-active strategies to positively connect with their assigned students throughout their academic journey. In addition, the advisors utilize technology-mediated advising strategies to “meet the students where they are”, including connecting with their students through telephone, email, virtual, text, and in-person meetings through appointments created in Navigate. Appointments through Navigate are successful in that we have approximately a 100% fill rate of advising appointments that are created. Utilization of student data and metrics directly correlate to the review and continuation of Academic Advising and Counseling initiatives. For example, student satisfaction surveys and feedback have provided data that shows that students perceive dedicated advisor services to be of quality and effective. Metrics tracked include advising appointment statistics such as number of appointment utilized by students, frequency of appointments, no-shows, etc. Additionally, Navigate analytics track student usage of advising tools, resources and technology and reveal engagement levels and inform whether current initiatives should expand, adapt, or be replaced. In addition, advising tracks retention by identifying specific cohorts, such as veterans, athletes, Pell eligible, and minority males. Retention rates for these cohorts have increased for each of these groups through high touch, high contact initiatives that a dedicated advising model provides.

Setting the Stage for Success: Planning for Four-year Degrees

Arizona
  • 2023
  • And Labor Market Alignment, Employer Partnerships and Collaborations, High Level of Learning, Regional Significance
  • Eastern Arizona College
  • www.eac.edu
  • Susan Wood
  • susan.wood@eac.edu
  • Eastern Arizona College was able to work through the process of proposing two new CCB degrees, a BA in Music with an emphasis on Music Education and a BS in Health Sciences, relatively quickly and painlessly by articulating a vision and designing a clear plan before the actual proposal of the new degree. A generic flowchart was developed to plan and document the development and implementation of the degrees. Individuals included in the proposal process included the Chief Academic Officer, the Deans and faculty members from the Music and Health Sciences departments, the college’s curriculum committee chair, the registrar, the Director of Financial Aid, and the college’s budget director. Working together, the process of developing the CCB degrees’ proposal was not only collaborative but effective and timely. Three keys that have been identified as crucial in the process include understanding the importance of a feasibility study, the focus on engaging faculty in every step of the process, and finding and using technology to stay organized so that no crucial steps are missed.