Models of College Transition from Around the Nation

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Models of College Transition from Around the
Nation

• Cynthia Zafft
• National College Transition Network
• NELRC/World Education

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Greetings from the NCTN

• Our goal
• How to reach us
• 617 482-9485
• nctn_at_worlded.org
• Division of Adult Education, Indiana State House

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Brought to you by

• Lumina Foundation for Education (2 years)
• Nellie Mae Education Foundation (2 years)
• World Education
• (In reverse order really)
• Enrichment Programs and Services, Moraine Valley
  Community College in Palos Hills, IL

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The Basics

• Models emerging from adult education
• Funded without charging students tuitions or fees
  (maybe a nominal fee)
• Non-profit
• Currently in existence

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What about

• Developmental education?
• Levels of college ESL?
• Or programs like the GED Scholars in Ohio?
• Or ODWIN in Massachusetts?

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Barriers

• What barriers to postsecondary education do you
  think models must address?

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From the Research

• Inadequate academic preparation, particularly
  exposure to complex reading (thinkpoorly written
  textbooks full of jargon), algebra, academic
  vocabulary for ESOL students
• Use of computers
• Writing research papers

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Financial Issues

• Limited access to financial aid for very
  part-time learners
• Lost wages
• Hidden costs of college

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More on Barriers

• Effective strategies to manage competing demands
  of work, family, friends, and school
• College culture
• Personal and psychological barriers, especially
  lack of confidence in ability to be a successful
  students

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Adult Transition Models

• Advising
• GED-Plus
• ESOL
• Career Pathways
• College Preparatory

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Advising Model

• Raising awareness
• Providing information
• Connecting students to services
• Pima College Adult Education, Tuscon AZ
• (Advising model)

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GED-Plus

• Concurrent enrollment
• Variety of activities and services
• GED-Plus, Highland Community College, IL
  (GED-Plus model)

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ESOL Model

• Focus on academic reading and writing, including
  grammar and vocabulary
• Much depends on level of education in native
  country
• City College of San Francisco,
• (ESOL model)

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Career Pathways

• Contextualized teaching and learning
• High-wage, high growth employment sectors
• Career Pathways, Portland Community College,
  Oregon (Career Pathways model)

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College Prep Model

• Direct academic instruction for college success
• Counseling services
• Capital IDEA, Austin TX (College Prep model)

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Common Factors

• Multiple levels of collaboration
• Formal and clearly defined roles and
  responsibilities
• Shared and thoughtful assessment
• Increased counseling as an essential component of
  all college transition models

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More Common Factors

• Adequate funding for the college transition
  process
• Institutionalizing the continuum
• Multiple models to meet multiple needs

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Discussion
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