Innovative Models for Effective
Collaboration between Universities
and Community Colleges
Presented by:
Hesham Ali
Department of Computer Science
College of Information Science & Technology
University of Nebraska at Omaha
Michele O’Connor
Educational Services
Math, Science and Health Careers
Metropolitan Community College
Objectives For This Session
• Motivate audience to increase level of
collaboration
• Identify advantages and challenges of
collaboration
• Present different collaborative models along
with working examples from UNO – MCC
partnership
• Discuss features of different models to
choose best-fit model for given circumstances
What is Collaboration?
• Dictionary definition: “To work together, especially
in a joint intellectual effort.”1.
• Joining together efforts for a mutual goal
• Mutually beneficial and mutually respectful
– a win-win situation
• Two levels of collaboration
– Simple Models – one activity at a time
– Complex Models – multiple activities with
common goal and objectives
1.Dictionary.com,<http://dictionary.reference.com/search?q=collaboration>; accessed 1 April, 2005.
Why the Need for Collaboration?
• Institutions have to do more with less
• New initiatives are necessary for healthy
growth
• Institutions operate in competitive
environments and have need for allies
• Greater chance of acquiring funding with
collaborative efforts
• Different perspectives from collaboration are
more likely to lead to innovations
Benefits Of Effective Collaboration
• Enhance opportunities for students and faculty at both
institutions
• Increased interaction between faculty leads to greater
degree of creativity
• Better preparation for students to transition from
community college to university
• Complimentary goals with minor conflicts
• Maximizes strengths and increases resources at both
institutions
• Encourages faculty to work collaboratively with colleagues
outside of their institution
• Breaks down misperceptions that may exist between the
two institutions as a result of enhanced communication
Challenges Of Collaboration
• Different cultures at the university and the
community college
– From student perspective
– From administrative/faculty perspective
• Lack of sufficient funding for implementing
collaborative activities
• Finding time and willing participants
• “Breaking down the walls”
• Outcome difficult to quantify sometimes
• Results not always seen immediately
Taking A Strategic Approach
• Many models of collaboration exist each with
its benefits and challenges
• Perfect model may not be attainable in one
step; may have to be implemented in stages
• Not all activities require significant funding
• Can build upon existing structure and grow
gradually
• Identify appropriate model for current
circumstances and strategic goals
Models for Collaboration
• Simple models
• Complex models
Simple Models
• Comprised of one or few related
activities
• Easier to implement
• May not require additional or special
funding
• Leads to expansion of new
opportunities for growth at both
institutions
Simple Model 1:
Articulation At The Course Level
• First step towards larger scale articulation
• Increases a student’s ability to transfer effectively
between institutions
• Requires and encourages collaboration and
communication between faculty and academic
departments at both institutions
Simple Model 2:
Articulation At The Program Level
• More challenging to implement
– Requires higher level of coordination
– More people involved to accomplish
• A to B – getting Associates Degree then
Bachelors
• MCC crafted previous general education
coursework to create six new degree options
designed to meet degree requirements at UNO
Pre-Biology
Pre-Chemistry Pre-Biotechnology
Pre-Mathematics Pre-Physics
Pre-Bioinformatics
Articulation At The Program Level, cont.
• Allows students to transition from community
college to university with sense of completion
and accomplishment
• Complementing versus competing course
scheduling
Simple Model 3: Professional Certification
• Community colleges are often better prepared for
providing training programs
• University labs often have more advanced labs
• Example: Cisco certification for UNO and MCC
students
– lab is located at UNO
– course instruction provided by an MCC certified
instructor
– Students from both institutes take the training:
MCC students take it as an MCC course while
UNO students take it as a lab component of an
existing course
Other Examples of Simple Models
• Shared funding of Graduate Teaching Assistants
(GTA’s)
• Mentoring programs for students and faculty
• Coordinated advising
• Shared resources
Complex Models
• A number of activities bundled together to
achieve a common goal with a set of specific
objectives
• Require external funding; funding at state,
foundation, or federal level
• Number of awards are increasing and
becoming more accessible
• Require even higher degree of coordination,
planning and implementation at various levels
Complex Model 1: TELCEDS
• Technology Enhanced, Learner-Centered Student
Delivery Systems
• State funded grant 1999-2003 to facilitate sharing
resources and provide a smooth transition from MCC
to UNO
– Develop several articulated online courses at the
sophomore and junior level and make them
available to all CC students
– Joint seminars for students and faculty
– Online real-time advising
– Utilize joint resources to provide students at both
institutes certification opportunities
Complex Model 2: NSF STEP
• “UNO and MCC STEPping Together”
• Awarded in May, 2004 with one singular purpose:
To recruit, retain and increase the number of
students pursing and obtaining STEM degrees by
strengthening the collaboration between UNO and
MCC.
• The grant supports expansion and adaptation of
currently successful activities within and between
the two institutions as well as the implementation
of new activities.
A New Dance…the 5-STEP
1. Develop agreements for the articulation of
complete programs of study
2. Attract and retain students through the use of
scholarships, particularly under-represented and
non-traditional students
3. Improve the quality and access to experimental
education opportunities and student support
services
4. Expand diversity and incorporate new STEM
degree/certificate options
5. Increase outreach and recruitment acuities
Scholarships
• One option offered to under-represented students
entering UNO as new freshman
• Another option offered to Adult Learners, students
transferring into UNO declaring a STEM degree
option
• A third option offered at MCC to cover the last 30
hours of completion of an Associate degree
• A fourth option called “Bridge Scholarship” offered
to MCC STEM graduates who continue their
education at UNO in pursuit of a 4-year STEM
degree.
Experiential Education Opportunities and
Student Support Services
• Early undergraduate research opportunities at
UNO
• Career exploration opportunities of STEM areas
at MCC
• Student mentoring programs
– linking STEM students with internal and external
professionals
• Math and science center tutoring and remediation
at both institutions
Recruitment and Outreach
• New STEM discipline outreach coordinator to
coordinate efforts for both MCC and UNO
• Centralizes creation of all promotional materials
• Assists with coordination of joint activities between
the two institutions
• The “go to” person for both institutions
Small Group Activity
1. Share examples of collaborative activities
between community college and
universities currently in place at your
institutions? Do they follow any of the
discussed models or follow a different
model?
2. How to select the proper collaboration
model(s) to implement?
Criteria for Choosing the Proper
collaboration Model(s)?
• Key parameters:
– The current resources
– The overall environment
– The expected demand
– The discipline(s) involved
• How does it fit with the strategic plans of
your unit and your school
Summary
• Collaboration can be wonderful but difficult
• Takes coordination, accommodation, and
compromise
• Desire may arise from external motives - e.g.
funding and need for resources
• Desire may also come from internal motives - e.g.
vision of administration or faculty and then funding
is sought
• Advanced collaboration: adopting a common
assessment program that includes objectives of
courses and programs (AQIP-driven approach)