Transitioning Adult Education Students Into Community College PDF Download

Author: Bryce Ralph Humpherys
Publisher:
ISBN: 9781267476708
Category :
Languages : en
Pages :

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Book Description
At both a national and state level there is a growing need for skilled workers in the labor force. Educating low skilled adults is one way to address this need. Adult education programs teach low skilled adults basic academic skills to prepare them for work and life in U.S. society. Until recently little attention was paid to transitioning students from adult education programs into college. Since 2004 the Washington State Board of Community and Technical Colleges (SBCTC) has led colleges across the state in launching multiple initiatives designed to help transition adult education students into college programs. In this exploratory study, the author investigated elements of a transition effort at the Grandview Campus of Yakima Valley Community College (YVCC). He specifically sought to determine the relationship between the number of students transitioning from the YVCC adult education program into college classes and the campus climate, student support services, college orientation activities, enrollment in specific transition classes, student age, student gender and student ethnicity. Using the results of correlation and regression analyses coupled with qualitative data from focus groups, the author found that certain support services, some orientation activities, student age, student gender and enrollment in transition classes were related to students transitioning. Additionally, the author concluded that elements of campus climate, college faculty, individualized attention from college employees, support from fellow students, and family support also had an impact on students transitioning.

Author: Office of Vocational and Adult Education (ED), Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 80

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Book Description
A college education is becoming more and more of a necessity in today's competitive economy: ninety percent of the fastest-growing jobs require postsecondary education or training. U.S. Secretary of Education Margaret Spellings has called on states, institutions and the federal government to work together to carry out the recommendations of "A Test of Leadership: Charting the Future of U.S. Higher Education" in order to make postsecondary education more affordable and effective. The Assistant Secretary for Vocational and Adult Education called together leading thinkers in the field of adult education to generate a national dialogue on postsecondary transitions with regard to adult basic education (ABE) students. This publication recaps an Office of Vocational and Adult Education-sponsored ABE to Community College Transitions Symposium held in Washington, DC, on September 14, 2006. At the symposium, nationally recognized adult education experts shared their ideas about how to help adult learners transition successfully to postsecondary learning. The symposium was organized into two roundtable discussions. The first roundtable, "Why Are We Here? The Challenge of ABE to Community College Transition," focused on challenges faced by ABE programs in promoting transitions to community colleges and identified student, organizational, and policy challenges. Panelists for the first discussion included John Comings, Davis Jenkins, Israel Mendoza, and Jerry Rubin. The second roundtable, "Where Are We Going? Promising Approaches to Promote ABE to Community-College Transition," focused on organizational and academic approaches to making ABE more successful in promoting college transitions. Participants for the second discussion were: Johannes Bos, Debra Bragg, Ding-Jo Currie, Silja Kallenbach, and David Seith. Judith Alamprese provided a summary and recommendations for potential next steps, including: (1) Creating a system of lifelong learning that promotes the concept that learning is an ongoing part of adults' lives and that many adults will need to develop new skills or knowledge as they grow older; (2) Clearly articulating and systematically coordinating the components of career pathways to include academic training, career awareness and planning, and the provision of support services; (3) Building the awareness of incumbent workers about opportunities for participation in postsecondary education and the payoff in the workplace from their development of new or enhancement of existing skills; (4) Continuing to educate community colleges and state policymakers about the issues of ABE learners' transition to community college; and (5) Conducting rigorous experiments to test promising approaches to facilitating ABE learners' enrollment in and completion of postsecondary programs. Cheryl Keenan provided closing remarks calling for further research and demonstrations projects to assess conclusively the practices that promote and sustain postsecondary transitions among ABE students. Three appendixes include: (1) Panelist and Presenter Biographies; (2) Participant List; and (3) ABE to Community College Transitions Project. [This report was prepared by MPR Associates, Inc. for the Office of Vocational and Adult Education, U.S. Department of Education.].

Author: Sharon Seymour
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 0

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Book Description
This report examines the literature on practices and programs seeking to improve students' transition from adult education to postsecondary education. Ultimately, the report seeks to provide practitioners with models for effective strategies in transitioning students to postsecondary education that can be implemented at community colleges throughout California. From a review of more than 40 references, a total of 17 effective practices emerged. Because this report has been created as a follow-up to Basic Skills as a Foundation for Student Success in California Community College, it uses the same four major categories to organize the effective practices uncovered in the literature. These categories include: (1) Organizational and Administrative Practices; (2) Program Component Practices; (3) Staff Development Practices; and (4) Instructional Practices. The report examines practices in each of these areas and provides examples from adult education programs nationwide. However, it is important to note that there is little evidence-based research completed to date on students transitioning from adult to postsecondary education. Hence, the practices in this report fall mostly into the "promising" rather than the "effective" category. Nonetheless, the report identifies these practices and makes recommendations for further research.

Author: Carrie Lynn Tupa
Publisher:
ISBN:
Category :
Languages : en
Pages : 380

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Book Description
Using Interactive Qualitative Analysis (IQA), this study examined the experience of individuals who earned a high school equivalency following the completion of a federal adult education program, then transitioned to community college. The IQA research protocol was used to address three research questions: 1) What are the elements/factors that make up The College Experience/Being a Student for individuals who have completed their high school equivalency? 2) How do these elements/factors relate in a system of influence? 3) How do the experiences of adult education students who transition to college compare to those of traditional college students. Following several focus groups, eight affinities were identified: 1) Faculty Impact; 2) Playing the Game; 3) Life Management; 4) Academic Life; 5) Relationships; 6) Growth and Transformation; 7) Emotions; 8) Career Advancement/Reward and Purpose. Interviews were conducted with 20 former adult education students to examine the relationships between these affinities in a system of influence. The affinity of Faculty Impact was found to be a primary driver in the College Experience for these students, and further analysis of interviews highlighted additional positive and negative experiences faced by students relative to the various affinities. Implications of this research highlight the importance of postsecondary institutions addressing all barriers students may face during participation, in particular nontraditional students, and considering all characteristics of these students when mapping out a plan for their success and persistence.

Author: Dolores Perin
Publisher: John Wiley & Sons
ISBN: 1119261384
Category : Language Arts & Disciplines
Languages : en
Pages : 616

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Book Description
Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.

Author: Tony Dustin Walston
Publisher:
ISBN:
Category :
Languages : en
Pages : 170

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Book Description
The Workforce Innovation and Opportunity Act (WIOA) that was signed into law in July 2014 by President Barack Obama gave a new identity to adult education programs across the United States. The legislation propelled adult education programs into the college arena like never before. No longer were programs allowed to simply just focus on a high school credential. Instruction that exposed students to career development and real-life application became important. Helping students think about their futures in terms of education and employment also became an important framework for adult education programs. With all of these new considerations, programs across the state of North Carolina began to restructure, redesign, and revisit their mission and vision statements. From these growing pains, programs have continually been searching for the right methods and practices that will position them to be compliant with WIOA. One of the biggest challenges is transitioning students that earn their high school credential into college programs. The Transitional and Career Studies (TCS) program at Lenoir Community College (LCC) produces high school equivalency (HSE/GED) graduates each year, but most never enroll into college programs and take that next step to further their education. The purpose of this study was to determine strategies and best practices that encourage students in the TCS program at LCC to transition into postsecondary education opportunities upon completing their HSE/GED. This action research study design involved implementing a 12- week pilot program that included three classrooms and 23 participants. The participants in the pilot program received contextualized instruction, participated in weekly goal-setting and advising appointments, and had an opportunity for co-enrollment into short-term training programs while working towards their HSE/GED. The findings of this study show an association between the interventions and the participants' educational outcomes.

Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 102

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Book Description
This report is a call to arms. It comes at a pivotal time for both the adult education system and the community college sector. The gap between the "haves" and the "have nots" in American society is growing, and the main pathway to the education and training needed to hold decent jobs and function well as parents and citizens is through the community college door. This has long been the case, but we are at a historical juncture. We ignore present realities at our own peril. We can't afford to keep doing business as usual. A growing number of adults lack a high school credential. Too few adults are enrolled in ABE, ESL, and GED or other diploma programs, and too few are making the transition to community colleges. We are reaching only about three million adults with current programs, a fraction of the need. Moreover, efforts to address the challenge are fragmented and underfunded. It is time for community colleges to make service to underprepared adults a much higher priority. These people represent a substantial portion of America's current and future workforce. They come from cities and towns all across the country, from every large urban center and every small rural area. In fact, most colleges embrace economic and workforce development already, but to benefit themselves, and to benefit their present and future students and their communities, they need to go well beyond their present role. An supportive policies and funding from government will be needed to help them. The same is true of the adult education system in all its parts -- K-12 systems, community-based organizations, libraries, and others that make up the national provider network.

Author: Cynthia Zafft
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 70

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Author: Laura W. Perna
Publisher:
ISBN: 9783030430306
Category : Education
Languages : en
Pages :

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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Author: Carol Kochhar-Bryant
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 256

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Book Description
"As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.