honolulu community college peacebuilding education

A PEACE ACTION PLAN FOR EARLY COLLEGE

A PEACE ACTION PLAN FOR EARLY COLLEGE 13

A Peace Action Plan for Early College: Building Support at Honolulu Community College

Name

Date

Outline

I. Envisioning the Harvest: What is the vision and why is it important?

A. What is Dual Credit/Early College?

1. Accelerated learning options for high school students that differ from Advanced Placement courses.

2. In Hawaii, Running Start, Early College, and Jump Start.

B. Different models of Dual Credit/Early College

1. Offered at high schools (eg. Early College).

2. Offered at college campuses (eg. Running Start and Jump Start).

C. Increasing participation in these programs makes it important to build structural supports into the system to ensure the success of all students.

1. Steady growth in enrolment, with ten percent of all high school graduates in the state of Hawaii participating by 2015 (Lee, 2016).

2. Success stories: students with Early College/Dual Credit much more likely to enrol in college (81% versus 53%) (Lee, 2016).

3. Especially beneficial to students from economically disadvantaged backgrounds, helps them to enter and stay in college.

II. Preparing the Soil: What specific communities and issues are we focusing on?

A. Students at Honolulu Community College in Dual Credit programs.

B. High school students seeking Dual Credit enrolment.

C. Focus on how to create a more supportive environment and promote the success of all students.

III. Planting the Ceeds: What specific tools can we use to resolve conflict and achieve goals?

A. Technology and information sharing

B. Expanded opportunities and options for funding

C. Community supports and strategic alliances

D. Formalized programs

IV. Nurture to Sustain: What strategies are necessary for long-term impact?

A. Strategic alliances with community, state, and federal organizations

B. Job placement and career planning

C. Counseling services

D. Peer group/student organizations on campus

E. Strengthen policy

Abstract

Dual enrollment (also called concurrent enrollment) and Early College provide options for high school students to enroll in college courses and receive credit, both for high school and college. The success of Dual Enrollment and Early College in Hawaii has been astounding. Not only are participation rates high and getting higher, but students who participate in these programs are more likely to matriculate at college and also more likely to complete their college education (Lee, 2016). Moreover, the Dual Enrollment and Early College opportunities have narrowed the achievement gap among students in Hawaii by helping economically disadvantaged students have access to college education (Lee, 2016). Yet research has also shown that low income students and students of color are not reaping as many benefits from dual enrollment and early college programs (Taylor, 2015). Therefore, it is important to continue supporting these programs and to identify how these programs can be improved. Honolulu Community College offers opportunities for Early Enrollment and Dual Credit. However, more can be done to encourage student participation in these programs, and ensure their success via robust and structured support networks. An action plan for the success of Honolulu Community College’s students is based on the Ceeds for Peace model for action planning.

Envisioning the Harvest: Shared Futures

A shared future for Honolulu Community College is part of the “manifestation of peace” vision of the action plan (Ceeds of Peace, 2018). The vision for Honolulu Community College is to become a hub for learning, to expand opportunities to underserved individuals and communities, and to open pathways and doorways to personal and professional advancement for all members of the community. Peace is promoted in specific ways, such as by creating a supportive campus environment for the high school students in Early College and Dual Enrollment courses, or for incoming students who had participated in these programs while they were in high school. Furthermore, the vision of peace includes providing the financial, emotional/psychological, social, and political supports these students need to complete their college education and fulfill their ongoing personal and professional development goals. Early College and Dual Enrollment help fulfill all of these objectives by providing “academic pathways” for high school students, both those who go on to enroll in Honolulu Community College and those who attend college elsewhere (Bragg, Kim & Barnett, 2006, p. 6). Community colleges already play critical roles in helping underserved or underrepresented populations, making it especially important for Honolulu Community College to integrate Early College and Dual Enrollment programs more successfully in its policy and curricula.

Early College and Dual Enrollment offer high school students the opportunity to take college courses for credit. In most cases, families do not need to pay for the Early College and Dual Enrollment programs, although each specific program does have different funding and payment strategies (Barnett, Maclutsky & Wagonlander, 2015). The credits earned from these programs count towards high school graduation requirements and can also be transferred to college credits upon enrollment in a college or university.

Also part of the shared vision for the future is ensuring return on investment for state-funded Early College and Dual Enrollment programs. These programs receive funding from multiple stakeholder groups, including private grants, federal grants, and state government (Trifonovitch, 2017). Additionally, Honolulu Community College and every other institute of higher learning in the state wishes to see students have high rates of college enrollment and completion. Evidence does show that participation in these programs is a “strong predictor” of student enrollment in and completion of college education (Hoffman, Vargas & Santos, 2009, p. 44). State-specific data shows that 81% of high school graduates in Hawaii who have dual credits enroll in college, compared with 52% who do not (Lee, 2016). Economically disadvantaged students stand to benefit the most from Dual Enrollment/Early College, going to college at almost double the rate of their counterparts without dual credit (Trifonovitch, 2017). As Lee (2016) also points out, economically disadvantaged students with dual credits stay in college longer and have higher college completion rates, too. Therefore, supporting Dual Enrollment/Early College helps build a vision for a better future for all Hawaiians.

Preparing the Soil: Areas of Focus

The specific area and population of focus for this peace action plan is Honolulu Community College, most importantly its student body and prospective students. Additionally, the action plan encompasses all Honolulu Community College stakeholders, including associated educational institutions and organizations, organizations in the private sector, and the state Department of Education.

According to the Ceeds for Peace (2018) action plan model, it is important to identify both those factors that contribute to the success of the vision and the barriers that need to be overcome. The factors that contribute most to the success of the vision for an effective, inclusive, supportive Early College/Dual Enrollment program at Honolulu Community College include the ongoing support from the community, particularly in that student enrollment numbers continue to rise. Researchers and social scientists are also helping to support the vision by showing stakeholders that these programs are working. Educators have generally been receiving the support they need.

However, there are several barriers, conflicts, and challenges that need to be overcome if Dual Enrollment/Early College programs are to be accessible to all high school students in Hawaii. Honolulu Community College can also do more to provide a support system for the high school students who are enrolled in college classes on campus, as well as support services for college students to assure the completion of their degrees. As promising as initial Early College/Dual Enrollment statistics have been, these programs are also “partially implemented or underutilized, partly because of insufficient government financial support or inadequate institutional capacity and commitment,” (Bragg, Kim & Barnett, 2006, p. 6). Therefore, governmental financial support and private sector financial support have been identified as key areas of concern when “preparing the soil” for success. Similarly institutional capacity and commitment are strong at Honolulu Community College, but administration can do more to help the students who are in dual credit courses or who have enrolled in the college after receiving Early College credits.

Ultimately the goal is “helping students overcome hurdles or fill in gaps that would otherwise stand in their way,” (Bragg, Kim & Barnett, 2006, p. 6). Those hurdles include lack of cultural competencies or culturally appropriate pedagogies, a lack of peer-based social supports such as formal clubs and organizations, study groups, or mentors. Each of these and related issues can be addressed by the school administration with corresponding organizational structures, institutions, and policy. Taylor (2015) points out that economically disadvantaged students especially need “non-cognitive and psychosocial supports” built into dual credit programs in formal ways (Taylor, 2015, p. 355). Finally, state and federal educational policy has been mainly supportive of Dual Enrollment/Early College but increased funding would certainly help bolster the efficacy of these programs and the measurable student outcomes.

Inequality on campus is a barrier to peace and an impediment to social justice goals. The community college has traditionally been the gateway to higher education for the most disadvantaged and underserved members of the community (Bragg, Kim & Barnett, 2006). There are several points in the system at which underserved students may be at risk for falling behind their more advantaged peers. One stage is at the point of entry, in high school. Early College/Dual Enrollment programs need to be highly visible to minority and underserved high school students to overcome the inequities in access and success rates (Taylor, 2015). High school educators and administrators need to conscientiously promote these programs in an egalitarian way, and promote them in culturally appropriate contexts too. Accessibility to programs also requires access to funding and awareness of how to apply, how to fill in forms successfully, and how to receive additional funding if necessary.

A second point at which students may not reap the full benefits of Dual Enrollment/Early College is during the college credit course itself. Educators need to be aware of what students need in terms of affordable books, technologies, and access to the full range of learning opportunities. Similarly, educators need to pay attention to how high school students are responding in the classrooms and identify pedagogical practices that might help engender trust and support. All students would benefit also from a “small, personalized environment,” in the dual credit courses (Barnett, Maclutsky & Wagonlander, 2015, p. 39). Emphasis should be placed on course completion and learning goals. Promoting peace on campus means helping all students feel safe, supported, and fulfilled.

A third node of potential vulnerability for students is what to do once they complete their Early College/Dual Enrollment course and wish to apply to college. While almost all (90%) of students claim to want a college education, only about 60% actually enroll and of those, nearly half fail to complete their intended degree program (Bragg, Kim & Barnett, 2006). Of those students who do complete their college degree program as planned, many—especially those from middle to lower income brackets—do not reap the financial or career benefits expected from their substantial investment of time, energy, and money (Bragg, Kim & Barnett, 2006). To overcome these plentiful social, political, and economic obstacles, it is important to have in place policies and procedures that encourage or facilitate access to enrollment, programs that aid students in their degree completion, and effective job placement or career planning services throughout the college career.

Planting the Ceeds: Tool Kit

Planting the ceeds for successful prevention, intervention, and resolution entails removing the barriers to success at each node or stage in the Dual Enrollment/Early College program. Specific peace building tools and activities are community-based and collaborative, including outreach and public relations. The first issue is barrier to entry into Early College/Dual Enrollment programs. Some students and their parents may not find out about these programs. Ethnic minorities, first-generation immigrants, English language learners, and economically disadvantaged students are particularly vulnerable at this stage (Hoffman, Vargas & Santos, 2009; Taylor, 2015). The programs may not be introduced to these students in culturally or age-appropriate ways, or discussed with parents. These barriers need to be overcome in order to achieve the peace building goals the Honolulu Community College ultimately desires: to open educational pathways for all people. Achieving a more diverse student body with higher rates of participation among traditionally underserved populations is a top priority for the Honolulu Community College as well as general stakeholders in the Early College/Dual Enrollment programs.

Even when students are aware of Dual Enrollment/Early College, they need to know how to apply for these programs and how to take the specific, concrete steps for accessing them. Students need to know how they will be transported to and from the community college or other campus where the courses are held, and how they can pay for their books and other materials in addition to the cost of the program itself. Educators and guidance counselors also need to inform students about how the dual enrollment affects their chances for getting into college as well as completing their high school degree, and how their participation fits into their career planning. All of this information needs to be communicated clearly and in ways that are culturally aware, using the language and communication styles appropriate to the individual. Likewise, the specific courses and curricula offered through the Dual Enrollment and Early College system should be expansive and culturally appropriate. Early College and Dual Enrollment may include “boundary-spanning curricula, instructional and organizational strategies” that link high school and college (Bragg, Kim & Barnett, 2006, p. 6). The options should be appealing for a diverse student body to fulfill the ideal of co-creating peaceful educational communities.

The second issue is providing students with cognitive and non-cognitive (such as social) support systems throughout the Dual Enrollment/Early College classes. There are several ways educators and administrators can help students, including providing specific scaffolding or using “enhanced dual enrollment systems,” which offer sequenced coursework and additional support for students who may not be fully ready to tackle a range of college credit courses but who need additional time and assistance (Barnett, Maclutcky & Wagonlander, 2015, p. 43). Such enhanced dual enrollment systems have been tested in Michigan, with similar programs like concurrent enrollment and “bridge” courses being offered through high schools in some states too (Bragg, Kim & Barnett, 2006, p. 9). Students whose parents did not attend college, whose parents do not speak English, or who otherwise lack the type of home-based social support they might rely on in the challenging dual enrollment environment would benefit most from formal support systems that can be offered either through the high school or the community college. Based on what has worked in other states, Hawaii can adopt a multitude of best practices to provide individualized, personalized options that help minimize the achievement gap and thereby fulfill the goals of peace and inclusivity.

After students complete their Early College or Dual Enrollment courses and are eager and ready to attend college after high school, they also need robust support systems. Unfortunately, those support systems are not always available to them. Students from economically disadvantaged backgrounds, first generation immigrants, and minority students may lack the institutional and informal supports they need to navigate the college application process, to receive adequate guidance on passing entrance examinations, or to design a course of study that parallels their personal and professional goals (Taylor, 2015). To promote peace, inclusivity, and a supportive collegiate environment, schools need to play a more active role in helping students successfully enroll in college. The Honolulu Community College admissions board can also play an active role in recruitment, reaching out to underserved students and their families to reveal financial aid and scholarship options, special grants and programs, and any information about the logistics of enrolling such as transportation services.

A peaceful, inclusive, harmonious community college is also one that genuinely cares about student graduation rates and the fulfillment of career goals. Honolulu Community College can participate more in peace building throughout the island and the state of Hawaii by offering all students enrolled the information and assistance they need to complete their degree. Financial aid, degree extension options, work-study programs, internships, private sector funding, peer group supports, and strategic alliances with community organizations are only a few of the many ways the community college can stay with students in the spirit of peace. Career planning and life coaching should also be built into the system, creating a continuum of success for all enrolled students.

Nurture to Sustain: Ensuring Long Term Success

To ensure long term success of Dual Enrollment and Early College, college administrators and educators work closely with high schools and other institutes of higher learning. The community college also forges strategic alliances with key government agencies and private sector organizations committed to peace building and the goals of creating a more inclusive and supportive educational environment. Moving the sustained peace agreement into the next several generations means creating the policies, structures, and institutions that reflect core values, principles, and ethical ideals. The peace action plan for the Honolulu Community College can then be communicated through viable media channels, promoted as part of a statewide vision for the success of future generations.