college and career transitions nadezhda nazarenko, phd, director, esol/ lang . & abe
DESCRIPTION
College and Career Transitions Nadezhda Nazarenko, PhD, Director, ESOL/ Lang . & ABE Marilyn Kaye Smith, Program Manager IP AES Grant Tristyn Davis, Program Manager ABE I nnovation Grant Michelle Lanz, Faculty LSC-Tomball Tina Washco, Program Manager GREAT Center. Designing the Model. - PowerPoint PPT PresentationTRANSCRIPT
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College and Career Transitions
Nadezhda Nazarenko, PhD, Director, ESOL/Lang. & ABEMarilyn Kaye Smith, Program Manager IP AES Grant
Tristyn Davis, Program Manager ABE Innovation GrantMichelle Lanz, Faculty LSC-Tomball
Tina Washco, Program Manager GREAT Center
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Designing the Model
Design Models– Alamo College, San Antonio, Texas– I Best, Washington State– Portland University Innovations– National College Transition Networkhttp://
www.collegetransition.org/promisingpractices.briefs.html
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GULF COAST WORKFORCE BOARD
HIGH-SKILL, HIGH-GROWTH OCCUPATIONS SUPPORTED BY SCHOLARSHIPS:
– Educational Services
– Specialty Construction
– Professional and Technical Services
– Oil and Natural Gas Extraction and Manufacturing
– Health Services
– Other3
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Crosswalk BetweenLSCS Programs approved
by TWC and Local Workforce Board
Demand OccupationCredit - AASCredit – Certificate
Workforce Certificate - CEIndustry Certificationor Licensure
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Crosswalk BetweenLSCS Programs approved by
TWC and Local Workforce Board
Network and Computer Systems Administrators (2)
– CNC Operator II Certificate– Automated Manufacturing Technician Certificate– Machine Tool Operator (includes Machine Shop Assistant)
Health Services
– Registered Nurses– Licensed Practical and Licensed Vocational Nurses– Radiology Technologists and Technicians
Accountants and Auditors
– Accounting AAS– Accounting Advanced Technical Certificate
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Funding and Partners
Texas Higher Education Coordinating Board
ABE Partners– Region 6– Lone Star College ABE
Workforce SolutionsHarris County Department of EducationLocal ISDsLocal Non-Profit Organizations
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Target populationIP AES (Aurora Project)
Grant
GED Graduates17 years and older
Returning Adult LearnersGED or High School Graduate
Can not have any college creditsPlan to pursue a 2-year or 4-year degree or
Workforce Certification
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Aurora Project
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Recruitment
Recent GED GraduatesRe-entering Adult Learners
Information Sessions
Orientation for prospective participantsOverview of ProgramPersonal interviewEnrollment
PRE-TESTING
THEADetermines eligibility LASSI• I
dentifies needed skills for college readiness
10 Weeks-Intensive
Language Arts-Writing/ReadingMathematicsCollege SuccessComputer LiteracyMandatory• M
entoring
• Tutoring
• Academic Advising
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Aurora Project
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POST-TESTING
THEA LASSI
INCENTI
VES
Financial• A
ttendance
• Class Participation
• Completion of mandatory program requirements
TRACKI
NG
Enrollment • C
redit classes
• Workforce programs
Academic Level
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Statistics
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Summary of Pre vs. Post LASSI AVERAGE Scores AVERAGE AVERAGE AVERAGE
Pre-LASSI Score Post-LASSI Score % ChangeANX 59.6 62 4%CON 60.2 69.4 15%MOT 53.5 67.5 26%SMI 50.1 65 30%TMT 65.0 71.1 9%ATT 54.1 63.1 17%INP 61.0 76.5 25%SFT 58.8 66.5 13%STA 59.5 74.7 26%TST 56.6 68.2 20%
Total 578.4 684 18%
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Skill Component of Strategic Learning Information Processing 25%Selecting Main Ideas 30%Test Strategies 20%
Will Component of Strategic Learning
Attitude 17%Motivation 26%Anxiety 4%
Self-Regulation Component of Strategic Learning
Concentration 15%Time Management 9%Self-Testing 13%Study Aids 26%
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Where are they now?
50 Aurora Project Graduates in FY12 !
32 are enrolled in College29 – Lone Star College System 2 - Other Colleges 1 – CE Workforce Certification
Program
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Target populationABE Innovation
Grant18 yrs. and olderReading TABE test 6.0 grade level or higherLanguage, reading and/or math below 9.0 grade levelCan not college credit beyond development education
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Intake and Advising
College Readiness
Career Path Model ABE Innovation Grant
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Intake and Advising
College Readiness
Concurrent Support class
Workforce class
Advising
Intervention as needed
Tutoring
Career Path Model ABE Innovation Grant
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Intake and Advising
College Readiness
Concurrent Support class
Workforce class
Advising
Intervention as needed
Tutoring
Obtain Certificate
Employment
GED
Credit course
Career Path Model ABE Innovation Grant
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Advising
Advising– Intrusive
• Students meet with advisor 2 times per cohort
• Advisor receives written feedback from instructor
• Advisor available on an appointment or drop in basis
• Assists students with next step• Intervention as needed 18
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Intervention
• Intervention – Meet with
• student• advisor• contextualized skills teacher • workforce teacher
– Completed on a need basis
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Additional Services
TutoringConnection to credit advisingQuarterly follow upCollege day each semester
- Financial aid- College admissions- Credit advisor- Building tour- Meet teachers
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Successes
Successes- 7 CNA cohorts – 90 % passing rate- 5 Welding Cohorts - 70 % passing rate- 2 Pre Apprentice Machining cohorts – 93% passing rate- 3 Phlebotomy cohorts – 94% passing rate- Invited to implement program on other campuses- Partnership with Developmental Studies Department- Improved self-image as a College Student- Faster transition to College Credit programs
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Challenges
Challenges- Finding and training teachers that are willing to work outside of the traditional role- Designing support classes for multiple certificates- Creating sustainable model - Recruitment of students
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Professional Development Model
Working on blended models: GED/Dev. Ed
ABE/ESOLCreating Advising modulesOrganizing PD for Dev. Ed., ABE, ESOL
and Technical Skills instructors and faculty
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Professional Development Model
Target Group
• Development Education Instructors• Adult Education Instructors
– Higher level ABE– ASE– GED
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Professional Development Model
Academic Learning Outcomes
• College 101: College Success• Language Arts: Writing and Reading• Mathematics• Computer Literacy
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Professional Development Model
Alignment with ICA and JFF Initiatives
• College and Career • Language Arts: Writing and Reading• Mathematics• Computer Literacy
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Professional Development Model
College 101 Learning Outcomes
• Get to know the students– Personality traits– Learning style– Lifestyle
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Professional Development Model
College 101 Learning Outcomes
• Teach skills to the students– Motivation– Memory enhancement– Self-image as a “college student”– Healthy lifestyle– Improved study skills
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Professional Development Model
College 101 Learning Outcomes
• Techniques • Strategies
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Professional Development Model
ICA Outcomes
• College and Career Readiness• Services available to student on
campus• Career counseling based on career
interests• How to determine career interests
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Professional Development Model
JFF Outcomes
• Counseling to Career Initiative• Contextualized Instruction• Teaching across the Curriculum
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Elements of Professional
Development
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College 101: College Success
ICA JFF
Student Self-awareness
Life Success Skills
College and Career Readiness
Counseling to Careers
Contextualized Instruction
MathLanguage Arts: Writing & Reading
Computer Literacy