The Transformative Change Initiative (TCI) is dedicated to assisting community colleges to scale-up innovations that improve student outcomes and program, organization, and system performance. TCI defines transformative change as follows: Raising the individual, organizational, and system performance of community colleges to unprecedented levels without sacrificing their historic commitment to access and equity. TCI is funded by Lumina Foundation, the Joyce Foundation and the Bill & Melinda Gates Foundation. Achieving the Dream is also a critical partner in this initiative.

2014-tci-booklet_Page_01-214x300Transformative Change Initiative Brochure

This brochure provides an overview of the Transformative Change Initiative, including TCI opportunities and resources and the guiding principles that frame the scaling of transformative change. Additionally, TCI has an 28-page booklet that provides an overview of the guiding principles that frame the scaling of transformative change.

 

Guiding Principles for Transformative Change

technology-1TCI endorses the use of guiding principles that support the scaling of transformative change. These principles are not intended to dictate action, but rather enable informed decision making about the innovation and reform. They reflect theory about scaling, input of community college educators, and partners who are implementing reforms.

Strategies for Transformative Change

strategy-briefThis brief series provides summaries of the scaling strategies employed by TAACCCT consortia. Each two-page brief describes the strategies and includes any available evidence of success.

Current Topics

    NRC Brief Cover
  • Creating Resiliency and Pathways to Opportunity

    The Northeast Resiliency Consortium (NRC) is a partnership led by Passaic County Community College in partnership with Achieving the Dream and the Carnegie Foundation for the Advancement of Teaching and funded by a Round Three U.S. Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant. The NRC is made up of seven Northeast community colleges addressing what resiliency means in times of crisis, change, and challenge. The NRC also includes Bunker Hill (MA), Kingsborough and LaGuardia (NY), Housatonic and Capital (CT), and Atlantic Cape (NJ) community colleges—all of which have responded and adapted to economic stressors, local crises, and large-scale natural disasters in the past five years like Hurricane Sandy, the Sandy Hook Elementary shooting, and the Boston Marathon bombings.

    Focusing training in the sectors that form the infrastructure of a community—energy, healthcare, and information technology—the NRC sought to create a highly skilled and resilient workforce using accelerated learning, industry-recognized credentials, innovative employer partnerships, new technologies, and robust support services to help students succeed. In order to meet these goals, the NRC has equipped community college instructors and staff to develop new courses, career pathways, and enriched sustainable opportunities with the Resiliency Competency Model. The NRC and its stakeholders started by defining resiliency as an individual’s persistent development and application of knowledge, skills, and resources that effectively help one adapt to change and overcome adversity.

    For more information on the NRC and the Resiliency Competency Model, the NRC is excited to work with TCI to share the brief: Creating Resiliency and Pathways to Opportunity.

    Paul J. Casey is the Director, Northeast Resiliency Consortium Center for Continuing Education & Workforce Development, Passaic County Community College

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  • Reducing Time to Completion

    The Path to Accelerated Completion and Employment (PACE) consortium, which included all 22 community colleges in Arkansas, received a Round One TAACCCT grant from the U.S. Department of Labor to restructure certificate and degree programs to support and accelerate student completion in healthcare and manufacturing. Phillips Community College - University of Arkansas (PCCUA) was one of several community colleges that focused on healthcare.

    The team at PCCUA worked to redesign nursing programs, starting with the Associate Degree in Nursing. Amy Hudson, Dean of Allied Health, identified the TAACCCT grant as an important resource for their efforts to redesign curricula, reduce time to completion, and acquire important equipment. Dean Hudson and faculty also point to the valuable guidance and expertise provided to their team by Dr. Linda Caputi, Nursing Education Curriculum Design Expert. The college restructured the ADN program from 72 to 63 hours, and was also able to apply the redesign process to the Practical Nursing program to create more pathways for students.

    For more information on the PACE consortium and the innovations at PCCUA, see the brief: Transforming Nursing Programs to Reduce Time to Completion.

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  • Implementing a Military Transitions Program to Serve Veterans and Service Members

    According to the 2015 Census, over 200,000 veterans live in Kansas, representing almost 7% of the population in the state.  The Technical Retraining to Achieve Credentials (TRAC-7) consortium created a Military Transition Program to serve unemployed, underemployed, and transitioning Kansas veterans and service members.. TRAC-7, led by Washburn University, was composed of seven Kansas community and technical colleges and funded through a Round 1 TAACCCT grant. The newest Strategies for Transformative Change brief provides information on the design and implementation of TRAC-7’s Military Transitions Program, including key factors that facilitated the implementation of the program, along with key factors for effectively serving veteran populations, and strategies for stakeholder engagement. This project was facilitated by a Military Transitions Director hired by TRAC-7 and is being continued through Kansas Technical Retraining Among Industry-targeted Networks (KanTRAIN). KanTRAIN is funded by a Round 4 TAACCCT grant and consists of four Kansas community and technical colleges.  

    Learn more, read Implementing a Implementing a Military Transitions Program.

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  • Service Learning for Engaged Work-Based Learning

    Through partnerships with nonprofit organizations, Waukesha County Technical College (WCTC) provides students with opportunities to grow as professionals and serve their communities. All 16 Wisconsin Technical College System (WTCS) colleges, including WCTC, received a Round Three TAACCCT grant from the U.S. Department of Labor for the project entitled, Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE). INTERFACE is working to strategically align colleges, workforce development, statewide educational systems, and businesses to strengthen computer skill competencies and expand pathways for students in information technology-related programs.

    One of the strategies being implemented by INTERFACE is work-based learning. Under this strategy, WCTC implemented a service-learning program that provides students with opportunities to put their technical and professional skills to test, while also allowing students to give back to the community and build a sense of civic engagement. In the first three semesters of a fully implemented service learning program, 60 students have participated in providing 3,092 hours of service to their community. Students express a gratitude for the opportunity to gain hands-on technical experience while also feeling a greater sense of commitment to the world around them.

    For more information on the WCTC’s work with Service Learning, read Service Learning for Engaged Work-Based Learning

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  • Implementing a State-Wide Model for Granting Credit for Prior Learning

    Making the Future: The Wisconsin Strategy received a Round Two TAACCCT grant to develop, improve, and expand adult educational training pathways to careers in advanced manufacturing. Led by Northeast Wisconsin Technical College (NWTC), all 16 colleges in the Wisconsin Technical College System (WTCS) set to increase the attainment of industry-recognized credentials, introduce innovative curriculum development and delivery, as well as improve employment outcomes.

    A Credit for Prior Learning (CPL) grant deliverable to attract and maintain adult learners has scaled outside of the manufacturing focus to build a foundation for effective CPL policies and processes. College and state-wide discussions and knowledge building have resulted in a shared understanding and buy-in by staff, with an unprecedented CPL momentum. 

    To learn more read: Building a Foundational Model for Credit for Prior Learning.

    Trista Loritz is the Grant Specialist at Northeast Wisconsin Technical College.

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