Reimaging Non-Credit Higher Education: The Impact of Non-Credit Short-Term Accelerated Postsecondary Workforce Training at Santa Fe Community College
Research Study conducted by Monique Anair from August 2023 - June 2024
Why do we need to know more about non-credit students?
The United States Department of Education (ED) does not require colleges or universities to report non-credit higher education program data (Erwin, 2019). In 2022, universities and colleges were asked by ED to begin collecting data from non-credit programs (Reamer, 2022). However, current systems are difficult to adapt for tracking unaccredited higher education workforce programs and non-credit students (Reamer, 2023).
Very little is known about the types of students who engage in non-credit workforce postsecondary education, student persistence in these types of programs, and the longer-term outcomes for students in non-credit workforce programs (Anair, 2024; Horton, 2020). Ross and Bateman (2019) found that students labeled by postsecondary institutions as non-traditional, non-credit, or alternative, masks the identity of students who are Black, Hispanic, and Native American low-income workers. Adopting an alternative system of higher education without considering the sociocultural impacts of alternative credentialling will maintain the status quo between students who have college degrees and those who do not.
A Short Documentary Film "Getting Pointed in the Right Direction" was produced as part of this study. By Clicking on the Button Below you can watch the video on Vimeo.
Guide for Discussing Participatory Research and Filmmaking
In an increasingly digital world the concept of Sua Sponte, hearing from an individual voluntarily, in their own words, helps mitigate ethical concerns around authenticity of the speakers and the ideas being shared and amplified (Centivany, 2016).
Carlos Moedas (2017), European Union Commissioner for Research, Innovation, and Science calls for Open Innovation Research creating deliberate openness in research collection and synthesis that engages research participants. This helps directly inform current and past research, develop ethical methodologies, and authenticate the findings. Open Innovation Research creates a pathway for those being studied to participate in research outcomes and design solutions that impact their future.
In 1988, Bullfrog Films vs Wick, ruled that documentary films could not be suppressed by the federal government because documentary films provide significant value to the public, providing a Place for Discourse on important social and human concerns (Beckett & Davis, 1989). Engaging in discourse with other adults, who challenge one’s bias, can develop reflective judgement allowing for transformative learning leading to better systemic processes and solutions (Mezirow, 2003).
Wijdicks (2019) cautions that documentary films, based on or presented as reliable research, should not be used in the context of generalizability, but viewed and studied as Penetrating Looks into the Human Condition.
Results from the Research Study
Participatory research considers the viewpoints and experiences of multiple sources. In this study current literature and research on the growing sector of non-credit higher education and the historical significance of career and technical education (CTE) were considered alongside the teaching experiences of college administrators, classroom teachers, college and career advisors, local employers, and workforce training advocates who intersect with students at Santa Fe Community College. This provided validity to the student responses allowing for recommendations that can be made to support non-credit students in workforce training programs at Santa Fe Community College.
Research Questions Asked: 1) Why do student choose to engage in non-credit short-term workforce programs at SFCC; (2) What knowledge, skills, and abilities (KSAs) do SFCC alumni feel they acquire from these programs; (3) In what ways do SFCC alumni show they value non-credit short-term workforce education?
Non-Credit Students are separated in our postsecondary systems by funding resources, organizational structures, and other socioeconomic and cultural barriers that are often hard to identify.
Thank you for your Support: University of North Dakota, Santa Fe Community College, Community Learning Network, Dr. Radomir Mitic, Kris Swedin, Jennifer Case Nevarez, Jim Sanborn, Milton Riess, Ashley Martinez, Nicholas Iapalucci, SFCC Students/Staff & Faculty, and the SFCC Film Program.
Credits:
SFCC FILM photo credit: Milton Riess