Emerging Models of Interinstitutional Collaboration: A Case Study of - PowerPoint PPT Presentation

Emerging Models of Interinstitutional Collaboration: A Case Study of the York/Seneca Partnership in Ontario. June 20, 2019 PCCAT Conference Saskatchewan

AGE GEND NDA 1.York University & Seneca College & YSP 2.Defining Interinstitutional Collaboration in Higher Education 3. Kirby’s Models of Academic Collaboration 4.York Seneca Models of Academic Collaboration 5.Observations and Conclusions 2

York University 6200 International Students from 170 Countries Founded in 1959 3 rd largest university in Canada 2 nd largest university in Ontario 11 Faculties 46,000 Undergraduate Students 5900 Graduate Students Four Campuses  Keele Campus  Glendon Campus (Bilingual)  Eco-Campus Costa Rica  Markham Centre Campus (2021 / 2022) 3

Founded in 1967 30,00 Full-time Students, Annually 70,000 Part-time Registrants, Annually 7000 International Students from 150 Countries  17 Degrees  39 Graduate Seven Campuses Certificates  70 Diplomas 1) King Campus 2) Markham Campus  30 Advanced Diplomas 3) Newnham Campus  21 Certificates 4) Peterborough Campus 5) Seneca@York 6) Yorkgate Campus 7) Vaughan Campus 4

Historical Milestones 1960 York University opens 1967 Seneca College opens 1997 Block credit policy put in place at York University 1999 Seneca@York campus opens on York University’s Keele campus 1999 York/Seneca Institute for Math, Science & Technology Education 2001 Degree and Transfer Credit Office opens at Seneca College 2004 Jointly shared Technology Education Learning building opens 2008 Jointly shared Community Engagement Center site opens 2011 York Seneca Partnership (YSP) Position Paper (‘White Paper’) 2013 Joint York Seneca Partnership Manager is first hired

York Seneca Governance Continually evolving to address student movement (mobility) and government priorities. − Partnership MOU − Joint Steering Committee  Comprised of senior academic administrators from each institution. − Joint Partnership Manager  Reporting both to York and Seneca  Project management, partnership & program development. − Joint program/ pathway development committees  Specific to academic areas. 6

Organization & Spirit of the Partnership 7

York Seneca Partnership (YSP) Governance YSP Steering Committee Research Academic Collaboration Collaboration Infrastructural Collaboration Data Sharing & Joint Transfer Model Research Collaborative Model New Campus Vision 8

YSP Collaboration Academic Collaboration  20 + Academic Agreements 100+ Pathways  ONCAT & HECQO Research Projects  Transfer Pathways in Postsecondary Education: York University and Seneca College as a Case Study. Toronto : Higher Education Quality Council of Ontario (HEQCO) . (Spring 2016).  Data Sharing in Academic Collaborations and Pathways (April 2018)  Transfer Patterns of Seneca Business Students: Student Profile and Academic Success at Toronto Universities (2019)  The Student Experience in Transfer: York-Seneca (2020) Infrastructural Collaboration  TEL (Technology Enhanced Learning)  Seneca@York Campus –  New Markham Centre Campus – integrated services and programs have been conceptualized Activities & Events  YSP Pathway Information Event for Recruiters & Advisors June 11, 2015  Symposium, Supporting Student Mobility & Transfer, April 6, 2017  Multiple Conference Presentations 9

Dale Kirby’s Models of Academic Collaboration Collaborative Models

Dale Kirby’s Inter -institutional Models of Academic Collaboration (College-University) Transfer Models Collaborative Models • Course to Course • Integrated • Block Transfer • Articulated • Multiple Course Transfer • Parallel • Program Bridging • Sandwich • Hybrid models Transfer 11

Transfer Model • Traditional Credit Transfer Model  students can receive program credit when transferring from one post-secondary institution to another regardless of the types of institutions involved.  colleges and universities enter into inter-institutional transfer arrangements that formalize credit recognition.  students also frequently transfer from college to university in the absence of such agreements. 12

Transfer Models a) Course to Course Transfer Model b) Multiple Course Transfer Model “…[this occurs] in instances where there is a difference in program content organization or a difference in program comprehensiveness.” c) Block Transfer Model “…allow students to transfer directly into the second or third year of a university baccalaureate degree program.” d) Bridging Transfer Model “…prior to receiving advanced standing, students are required to complete one or more bridging courses at the university in order to upgrade their knowledge and skills in areas where additional preparation is perceived to be needed” 13

The Collaborative Model • Jointly planned and offered by community college and university partners. • Formalized inter-institutional articulation agreements . • Jointly delivered by qualified college and university faculty. • Graduates receive a baccalaureate degree that is conferred by the university partner. • Characterized by joint governance models and a more seamless transfer of students. 14

Collaborative Models • Share responsibility for the delivery of a common curriculum. • The extent and type of collaboration can vary substantially. 1. At one extreme, the university may be heavily involved in approving academic standards and also in delivering a significant portion of the program curriculum on its campus. 2. At the other extreme, the university partner may only be involved in ensuring that the approved joint curriculum adheres to the university degree standards with the community college partner or partners responsible for delivering the entire curriculum with significant autonomy (Kirby, 2008 p. 6-7). 15

Collaborative Models Integrated Model • Both the college and university partners are involved in each year of the program from the beginning. • Faculty and students move regularly between institutions Articulated Model. • In some arrangements students complete the requirements for a degree and a diploma in the same amount of time that takes to earn a bachelor's degree. Articulated Model • The first part of the program, usually the first two years, are delivered by the college partner (2+2 model). Following the initial two years, students transfer to the university site and complete the remaining two years Parallel Model • Cohorts of students separately begin their programs at the college or university site. Students stay at the same site through all four years of the program and complete a common agreed curriculum 16

Collaborative Models Sandwich Model • access to two or more educational institutions for completion of the four-year degree program. The first and final years of the program are taken at the university site and the middle two years (the ‘sandwich’) are delivered by the community college partner site(s) Hybrid Models (2) Articulated Parallel Model • students can complete the first two program years at a college partner site and transfer to the university site • university also enrolls students in the first two program years and both groups complete three and four together at the university Partially Integrated Model • some years, semesters or classes of the program are integrated; • some program components are jointly delivered and there is a crossover of students and faculty between sites 17

Dale Kirby’s Advancing Articulations - Models of Collaboration 1) Assumes unidirectional mobility  Bi-directional movement not discussed 2) Preceded  the impact of college degree granting opportunities  the growth of formalized articulation and transfer provincial entities  As of 2008 only Alberta, Quebec and BC had formally mandated transfer between the university and non-university sectors (Kirby 2008, p. 3). 18

The Ontario Context Council of Ontario Universities

Ontario Universities Council on Quality Assurance Definitions of Interinstitutional Collaboration a) Dual Credential : “A program of study offered by two or more universities or by a university and a college or institute, including Institutes of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a separate and different degree/diploma document being awarded by each of the participating institutions.” b) Joint Degree : “A program of study offered by two or more universities or by a university and a college or institute, including an Institute of Technology and Advanced Learning, in which successful completion of the requirements is confirmed by a single degree document.” Source: https://oucqa.ca/framework/1-6-definitions 20