College and Career Transitions Nadezhda Nazarenko, PhD, Director, ESOL/ Lang . & ABE
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College and Career Transitions Nadezhda Nazarenko, PhD, Director, ESOL/Lang. & ABE Marilyn Kaye Smith, Program Manager IP AES Grant Tristyn Davis, Program Manager ABE Innovation Grant Michelle Lanz, Faculty LSC-Tomball Tina Washco, Program Manager GREAT Center 1
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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 Presentation
Transcript of College and Career Transitions Nadezhda Nazarenko, PhD, Director, ESOL/ Lang . & ABE
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
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
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
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
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
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%
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%
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
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
Intake and Advising
College Readiness
Career Path Model ABE Innovation Grant
Intake and Advising
College Readiness
Concurrent Support class
Workforce class
Advising
Intervention as needed
Tutoring
Career Path Model ABE Innovation Grant
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
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
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
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
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
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
