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Starts with: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

March 7, 2013

This webinar was for Arkansas colleges interested in taking part in Accelerating Opportunity. In 2013, Arkansas joined Accelerating Opportunity as an Affiliate Network state; four colleges will take part in a six-month design phase, with the goal of moving into a longer-term implementation phase. This webinar is an overview of the initiative and what Accelerating Opportunity will look like in Arkansas; in particular, how it will weave together this model and the state's existing Career Pathways Initiative.

Presenters:
Mike Leach, Arkansas Association of Two-Year Colleges
Karon Rosa, Arkansas Career Pathways, Arkansas Department of Higher Education
Jim Smith, Arkansas Adult Education
Barbara Endel, Jobs for the Future

Streaming recording link:
https://jff.webex.com/jff/lsr.php?AT=dw&SP=MC&rID=25767242&rKey=935053f7842d287d
Download recording link:
https://jff.webex.com/jff/ldr.php?AT=pb&SP=MC&rID=25767242&rKey=dc9ee9a8dfa55de0

Powerpoint

RFP

2013
Mike Leach, Karon Rosa, Jim Smith, Barbara Endel
Jobs for the Future, Arkansas Association of Two-Year Colleges

Accelerating Opportunity online professional development opportunities include self-paced tutorials and courses facilitated by experienced specialists that are aimed at strengthening the skills needed to build an integrated basic skills career pathways model. The National College Transition Network (NCTN) at World Education, Inc. created these courses in collaboration with Jobs for the Future, Washington State Board of Community and Technical Colleges (SBCTC), and Minnesota FastTRAC. For additional tools and resources, please visit Accelerating Opportunity's Virtual Academy.

Visit the website for information, including course descriptions, schedules, fees, and how to register. Please read the Online Course Policies for facilitated courses and the Minimum Technical Requirements information.

Courses Available:

  • Team Teaching - Models and Practice
  • Team Teaching an Integrated Curriculum to Accelerate Learning
  • Finding True North - Role of the Navigator 
  • Navigating Pathways to Opportunity 
  • Promoting Engagement - Role of the Administrator
  • Building Accelerating Opportunities Pathways

 

2012
The National College Transition Network at World Education, Jobs for the Future, Washington State Board of Comunity and Technical Colleges, and Minnesota FastTRAC
The National College Transition Network at World Education

This first-look report from the Center for Community College Student Engagement (CCCSE) focuses on student success, addressing efforts from students’ first interaction with a college, to helping them through the first year. It describes promising educational practices for which there is emerging evidence of success: research from the field and from multiple colleges with multiple semesters of data showing improvement on an array of metrics, such as course completion, retention, and graduation. The report also identifies a set of design principles which are critical for student success:

  • A strong start. Making sure students’ earliest contact and first weeks in college include experiences that build personal connections and improve their chances of success, the guide says.
  • Clear, coherent pathways. Students face many choices as they weave through college systems, which can be confusing and serve as barriers to students’ success.
  • Integrated support. Building support such as skills development and extra instruction into coursework rather than referring students to services that not part of the learning experience improves success.
  • High expectations and high support. Set a high standard for students and give them the supports to reach them through services such as academic planning and financial aid.
  • Intensive student engagement. Promoting student engagement is the overarching feature of successful program design, the guide says.
  • Design for scale. Successful endeavors require time, money, political and financial support, as well as the involvement of faculty, staff and students.
  • Professional development. Instructors, staff, faculty, administrators and governing boards must all re-evaluate their roles and work differently to foster student success.

 

2012
Center for Community College Student Engagement
Center for Community College Student Engagement

This one-pager, updated June 2012, provides an overview of the initiative.

2012
Jobs for the Future

This guide is a reference point for state policy teams and their colleges as they move through Year One of the implementation stage of Accelerating Opportunity. The structural principles in it provide a framework for state policy work. JFF encourages state policy teams to refer to it often, especially early on, as they implement work plans and long-term goals. Implementation coaches and policy coaches can help answer questions about the

2012
Nate Anderson, Barbara Endel, & Lexie Waugh
Jobs for the Future

The Adult College Completion Toolkit was developed by the Department of Education’s Office of Vocational and Adult Education (OVAE). OVAE developed the Toolkit to help policymakers at the state and local level implement practical evidence-based solutions that increase the number of graduates who earn high-quality degrees and certificates required to compete for good jobs in the 21st century global economy. College completion is a shared responsibility; this Toolkit also provides resources for adult education administrators, teachers, and students.

The Adult College Completion Tool Kit is designed to connect state administrators and local practitioners to the strategies, resources, and technical assistance tools resulting from the Department’s work. States can use this information to identify and implement state adult education leadership priorities, supported by federal Adult Education and Family Literacy Act (AEFLA) funds, which encourage and support adult learners transitioning to college.

The tool kit focuses on three areas:

  • Access: Academic preparation, financial resources, and other support students need to enroll in postsecondary education programs.
  • Quality: Evidence-based practices used by programs to ensure their services prepare students adequately for postsecondary education.
  • Completion: Administrative policies and programmatic approaches to encourage student persistence in postsecondary education programs.
2012
Michelle Tolbert, MPR Associates, Inc.,
U.S. Department of Education, Office of Vocational and Adult Education

This website provides support to adult education providers in designing, implementing, and improving Adult Career Pathway programs. The site provides access to resources including curricula and lesson plans as well as online courses. The Adult Career Pathways project is overseen by a Technical Work Group comprised of experts in career pathways from across the country.

2011
Kratos Learning Solutions, with funding from the U.S. Department of Education Office of Vocational and Adult Education

Community colleges must fundamentally changing the way they deliver Adult Basic Education instruction in order to help all students earn credentials that hold value in today’s economy. Achieving Ambitious Goals highlights what five Breaking Through colleges are doing to not only advance adults’ skills and career prospects but also to scale up successful programs across campuses and state systems.

2011
Barbara Endel and Nate Anderson, with Jeremy Kelley
Jobs for the Future

The Accelerating Opportunity Communications Toolkit is intended to give professionals and leaders involved in Accelerating Opportunity the tools that they need to communicate effectively and strategically with targeted audiences. While these audiences may be diverse and range from low-skilled adults to top-level policymakers, the essential elements of strategic communications remain constant: to become a true agent for change, you have to be able to articulate your goals, your role in solving problems and why people should care.

2011
Douglas Gould & Company

The U.S. economy will emerge from the Great Recession radically transformed from what it was a generation ago. Changes are afoot affecting which occupations and industry sectors will produce employment growth, as well as what education credentials, competencies, and skills will be required to do those jobs.

Community colleges already take steps to address the workforce needs of local employers, but their efforts often are hampered by a lack of detailed, up-to-date information about occupations and skills in demand. A promising, yet still-evolving solution to that problem can be found within the large pool of job openings posted on the Internet.

This paper discusses new sophisticated “spidering” and artificial intelligence technologies that can aggregate and analyze these online job ads and provide a more comprehensive, “real-time” source of information about the hiring and skill needs of local employers. If proven accurate and reliable, analyses of online job ads could complement traditional ways that community colleges determine labor market demand for program and course offerings.

2011
David Altstadt
Jobs for the Future