This is the last in a series of four blog posts from the National College Access Network (NCAN) Conference in Phoenix, Arizona on September 15—17, 2014. These posts summarize findings from selected presentations at the NCAN Conference that provide concrete, actionable recommendations for practitioners on the following topics: increasing student awareness of “college match”; increasing STEM awareness and connecting with local businesses; structuring internships to prepare students for the workforce; and supporting first-generation college students.
This report argues that 15 credits, rather than 12, should be required for full-time college enrollment status. The report discusses why the number of credits taken each semester is important, presents rigorous research findings to support 15-credit strategies, and discusses some of the likely challenges associated with adopting these strategies.
This report advocates for the updating of the Federal Work Study (FWS) program. According to the report, those without the funds to support themselves in unpaid work after college graduation are at a serious disadvantage in an economy that increasingly demands both a degree and work experience. The report provides recommendations for updating the FWS program including promoting FWS as a career-ready program through expansion of Job Location Development Programs and creating a Career Internship Program within FWS.
Rural students are less likely to enroll in college than their urban peers.[i] But new college credit programs have given rural students a convenient alternative path to post-secondary education. Concurrent enrollment programs – high schools offering college coursework – can benefit rural students, given that participation in concurrent enrollment programs increases the likelihood of not only college enrollment, but college completion.
Last week, the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) and NOCTI co-hosted a webinar, “Badging 101: The What, The Why & The How.” This webinar examined the concept of open badges and their potential in demonstrating – and validating – students’ skills, knowledge, and competencies. The presentation focused on the basics of badging and potential uses at the national, state, and local level.
This brief discusses the extent to which a lack of sufficient employment skills leads to structural unemployment throughout the country. In doing so, it also attempts to understand why, in a nation full of countless education resources, this “employment skill gap” persists.