If I had to sum up my recent campus tour of Somerset Community College in one word it would be “impressed.”

In fact, I was very favorably impressed with the array of quality programming and how the college is working with key industries to align its curriculum to meet the workforce needs of employers. I saw this commitment in action with visits to the Lineman Training Center, 3D printing technology lab, and the physical therapy and nursing programs.

The Lineman Center’s eight-week certificate program has 700 graduates. Shown is Coordinator Dean Rhodes and Bob King.

The Lineman Training Center is evidence of a college seeing a need in an entire industry and coming up with a solution, as well as creating job opportunities in a field that pays well. The center is attracting students from multiple states for the eight-week certificate program.

With applications for 3D printing technologies rapidly expanding in the biomedical, manufacturing and transportation industries, the college stepped to the forefront to meet another workforce need by creating a certificate in 3D printing, also known as additive manufacturing, and a 3D printing technology lab. This cutting-edge industry is expected to grow in Kentucky, particularly because the state is a major exporter of aircraft and automotive parts.

The physical therapy associate program is an extremely competitive program and is one of only three in the state. Along with the nursing program, these graduates go right into the workforce in high-demand occupations. Both are well-known for providing high-quality academic preparation for careers.

King described his meeting with these students as inspiring.

Another very enjoyable highlight of the day was interacting with students since I rarely have that opportunity as president of a state agency. Most of the SCC students I spoke with were adults beginning college or returning. I was so very inspired by their personal stories, ambitions, and the fact that they chose to pursue education when most have competing responsibilities with family and work schedules.

It was clear to me that Somerset Community College and President Jo Marshall enjoy broad support from their elected officials, local workforce and business leaders. Meetings with faculty and staff and the leadership team were also insightful and encouraging.

However, a key challenge for these leaders moving forward, and for SCC, is to raise the educational attainment in their region. Kentucky’s attainment is lower than the national average, and the Somerset region’s attainment is lower than the Kentucky average. I hope these leaders, joined with faculty and parents, will find innovative ways to encourage more high school graduates and adults in their region to pursue additional education. It is so critical for the students’ future employability, and the viability of both the regional and state economy depend on it.

Bob King is the president of the Kentucky Council on Postsecondary Education. His visit to Somerset Community College was a personal goal to spend a full day learning about each of the 16 colleges within KCTCS. Two campus tours remain: Southeast Kentucky Community and Technical College at the Middlesboro and Pineville campuses Nov. 9 and Big Sandy Community and Technical College in Prestonsburg Nov. 28.

Increasing academic momentum of students in their freshman year in college will help more students persist and graduate on-time and with less debt. This policy brief examines data of two strategies proven to increase academic momentum in the freshman year: taking 15 credit hours or more a semester and completing gateway math courses.

Kentucky is pleased to partner with Complete College America (CCA), a nonprofit organization working to encourage more states to implement a range of game changers aimed at completion. In a 2011 publication, CCA brought a national focus to the fact that time is the enemy to college completion. As time increases so does the cost, and both time and cost decrease the likelihood of graduation.

CPE research has found a strong positive association between attempted credit hours in the first year of college and the likelihood of graduation for full-time, bachelor’s degree-seeking students at Kentucky’s public four-year institutions. The student groups attempting 14 credit hours or less were less likely to graduate, which was consistent among freshmen beginning in the fall terms of 2008, 2009 and 2010 regardless of Kentucky institution or student characteristics, such as low income, minority or underprepared. The difference between the groups in completing college in six years was approximately 18 percentage points.

Comparing Kentucky graduation rates by first semester registered credit hours.

Another indication of academic momentum is completion of gateway math courses in the first year of college. The chart below shows improved completion rates between academic year (AY) 2015 and 2016 for students in research universities and KCTCS two-year colleges, both low-income and all entering students.

Percent of entering freshmen who complete gateway math courses in their first year.
Research universities: University of Louisville and University of Kentucky; comprehensive universities: Eastern Kentucky University, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Western Kentucky University.

Policy Implications

On-time graduation is a central policy issue in Kentucky. In 2014, the Council on Postsecondary Education (CPE) launched a collaborative project with Kentucky’s colleges and universities to raise the awareness of the benefits of on-time graduation. To this end, the statewide campaign, 15 to Finish, was used by Kentucky colleges and universities to emphasize student enrollment intensity. Campuses incorporated the messaging in many of their marketing efforts and also in college advising and freshmen orientations. Early results of statewide efforts show positive trends.

Other CCA on-time completion initiatives include;

  • Revising financial aid policies and redefining full-time attendance, which is currently set at 12.
  • Limiting the number of credits required for degrees. Kentucky limits them to 60 for most associate degrees and to 120 for most bachelor’s degrees;
  • Revising tuition policies to encourage students to take a full course load of 15 credit hours and above without incurring additional tuition;
  • Implementing corequisite education in place of developmental education, which requires additional coursework and adds time and costs; and
  • Utilizing summer semesters more effectively.

To find out more about best practices that reward credit accumulation, visit the CCA website here.