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Starting College Before College

Starting College Before College. Preparing Adult Education students for the labyrinth of academia Rosemary Lischka Dagney Velazquez. Small group discussion. What are the obstacles (or perceived obstacles) that impede your students from transitioning to post-secondary education?

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Starting College Before College

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  1. Starting College Before College Preparing Adult Education students for the labyrinth of academia Rosemary Lischka DagneyVelazquez

  2. Small group discussion • What are the obstacles (or perceived obstacles) that impede your students from transitioning to post-secondary education? • What incentives do you currently give adult education students to enroll in PSE before leaving adult education?

  3. An idea is born… • Years of walking students to Admissions, Counseling, and Financial Aid • Difficulties getting the credit side to understand adult education students • Adult education students have different needs • Introduction of transition instructors • Opportunity of the AT&T grant

  4. Freshman orientation at KCKCC • Graduation requirement • Overview of resources and organizations on campus • Study skills • Life skills • Leadership skills • Career interest assessment • Career guidance

  5. Small Group discussion • What do your students need to learn to increase their chance of success in PSE

  6. First attempt • Identifying students for class- high level students • Creating expectations- we didn’t • Choosing a class section- whichever fit their schedules • Student support- required coaching sessions

  7. Initial results • Those who completed class went on to enroll in college • Applying to college and enrolling in class took monumental effort • Most students dropped or failed the class

  8. Lessons learned • Application and enrollment process is daunting • First day of class challenge • It matters who the instructor is • Outside coaching sessions superfluous

  9. Small Group discussion How would you… • Identify students • Create high expectations • Support them through initial process • Support them through the class

  10. Modifications made • Student contract • Laid out expectations in writing • Walked them through initial process • Hand picked class sections/instructors • Nagged students up until first day of class • Chose students with consistent attendance • Discontinued coaching sessions

  11. New and improved results • Most students passed class (100% of those who made it to the first day) • Overall, 90% who passed class and GED went on to PSE (only 37% of all GED passers go on to PSE

  12. Student responses I’m very happy that I got to take this course. I have found out alot about myself. My learning style , my mentors , what can fuelme and discourage me, how I perceive things and people, how to ask for help, to stop poisoning my own well, how tocope with my stress levels, my test anxiety, the best way forme to write notes, watching for logical fallacies , and I could keepgoing. I have learned so much in this class about myself and life.

  13. I found out a lot about myself through the habitudes book. It really made me question my whole being. I never had to make decisions for myself nor was I taught many life lessons and this book replaced both of those things. I have found a confidence residing inside of me and I have you and this class to thank. Thank you Ms. Velazquez; this class was a wonderful and scary but liberating thing to experience.

  14. Future plans • Continue the program on a larger scale • Integrate ABE students into PSE as quickly as possible • Ask for more funding

  15. Q&A Rosemary Lischka: rlischka@kckcc.edu Dagney Velazquez: dvelazquez@kckcc.edu

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