|
This section features detailed descriptions of promising practices developed by teachers, counselors, program coordinators and others who serve adult ABE students in transition to postsecondary education.
Promising Practice 1: Orientation
This practice is contributed by Joan Keiran, Coordinator, Cape Cod Community College/SUCCESS College Transition Program, Hyannis, MA. It describes how the SUCCESS program created a two-day orientation process to help develop a sense of community and trust in the classroom that support student persistence and includes specific teacher and student activities.
Promising Practice 2: Transition Student Portfolio Model
This practice is contributed by Patricia Fina, Instructor, Community Learning Center (CLC), Cambridge, MA. It describes the CLC's move to an all-portfolio format for their CLC Bridge Program including, checklists for portfolio contents on college preparedness, computer activities, math and writing assignments.
Promising Practice 3: MOAs
This practice is contributed by Dr. Brenda Dann-Messier, President of Dorcas Place Adult & Family Learning Center in Providence, RI. It describes how she institutionalized the collaboration with their college partner through a Memorandum of Agreement (MOA).
Also see: The Dorcas Place MOA in the NCTN Policy Section. [Word document]
Promising Practice 4: Preparing Students for College-level Math
This practice is contributed by Pam Meader, current president of the Adult Numeracy Network (ANN) and experienced math teacher at Portland Adult Education in Maine. Pam shares several hands-on strategies that address math phobia and introduction to algebra.
Promising Practice 5: TTC Monthly Mentor Evenings
This practice is contributed by Gylean Trabucchi, Mentor Coordinator at Project RIRAL in Rhode Island. It describes, in detail, how RIRAL sets its transition student mentoring program in motion.
Promising Practice 6: Career Planning for SUCCESS
This practice is contributed by Joan Keiran, Coordinator, Cape Cod Community College/SUCCESS College Transition Program, Hyannis, MA. It describes, in detail, a career awareness PowerPoint activity for students and places it in the larger context of career development.
Promising Practice 7: Building Relationships with Elected Officials Through Program Visits
This practice is contributed by Dr. Brenda Dann Messier, President of Dorcas Place Adult and
Family Literacy Center in Providence, RI. As you will read, inviting elected officials to
your program is just one part of a strategy to advocate for your program and
adult education.
Promising Practice 8: Creating an Alumni Newsletter for Transition-to-College Programs
This practice is contributed by Pat Fina, Community Learning Center, Cambridge, MA. It describes the benefits of staying connected with alumni, both for the student and the program, as well as the steps for creating an alumni newsletter for your college transition program.
Promising Practice 9: Wrap-Around Services
This practice is contributed by Janie Mendoza, Capital Idea, Austin, TX. It describes the comprehensive support services that the College Prep Academy provides to its students. The services also include a weekly meeting with an assigned Career Counselor.
Promising Practice 10: Recruitment
While participating in transition component makes a lot of sense for adults going to college, it is not always an easy sell. This practice is contributed by Don Sands, Executive Director of X-Cel Inc. in Jamaica Plain, MA. It describes how X-Cel expanded a relationship with a community partner to reach more students interested and ready for transition.
Promising Practice 11: College for a Day
Seeing college as a next step for ABE/ESOL students’ educational journey through simulated college experiences is the goal of College for a Day programs. Janet Fischer and Mary Harris share the lessons of two successful College for a Day programs located in different parts of the country: Texas and Massachusetts.
Promising Practice 12: Math Curriculum Alignment
Helping adult students prepare to enter college with greater chances of placing into college level math and avoiding using their own money or financial aid on developmental education courses is at the core of the Urban Corridor Project. Sandy Goodman and Linda Guzzo describe the project and lessons of this collaborative effort between Capital Community College and Hartford Adult Education, and Gateway Community College and New Haven Adult Education.
Promising Practice 13: Using Syllabi in Transition Classes to Build College Knowledge
Many Bridge Program students at the Community Learning Center in Cambridge, MA. are empowered by knowing they can look ahead, check current assignments and refresh their memories regarding class discussions, just by looking at the syllabus. In addition to serving as an organizing tool, the syllabus functions as an important way to introduce students to the college culture.
|
