Posts Tagged: post-traditional students
A competitive workforce and an innovative economy have always depended on a mix of formal postsecondary education and “learning by doing” in the workplace. What does that mix look like in 2018?
ACE President Ted Mitchell joined five other experts to offer perspectives and predictions on the future of digital credentials during a session titled “Credentials as Currency: The Future of Skills Liquidity” at ASU+GSV Summit 2018.
Many adults have considered going back to college to enhance their prospects, but they don’t perceive higher education to be a realistic option. Donald J. Laackman, president of Champlain College, writes that higher education leaders need to reckon with this hope gap.
In an effort to capture the credentials attained by adults who have not earned a postsecondary degree, the National Center for Education Statistics conducted the Adult Training and Education Survey focused on subbaccalaureate certifications, trainings, licenses, and other non-degree credentialing attained by adults no longer enrolled in high school.
Louis Soares and Morgan Taylor present a case for expanding Promise Programs—which help students complete their degree—to the adult student population.
Most people have heard of the GED, but many might not know that it was created by ACE in 1942, after the United States Armed Forces Institute approached ACE with a request to develop tests to measure high school-level academic skills.
In a recent report released by the Community College Research Center, researchers Thomas Bailey and Clive Belfield examined whether or not there is evidence of the labor market value of stacking credentials.
What do we know about post-traditional learners, and how can we better help them earn the higher education credentials they need to succeed? Jonathan Gagliardi and Louis Soares on the results of a new ACE report, The Post-traditional Learners Manifesto Revisited.
In their third “Community Insights” report, Civitas Learning examines persistence among part-time students and the gap in persistence rates between part-time and full-time students. The brief also provides examples of what institutions successfully working to close these gaps are doing to support their part-time students.
The second CBE wave—more grounded and focused on quality than the first—is underway, and resources to support development of high-quality programs include the University of Wisconsin Flexible Option case study.
In a recent op-ed in The New York Times, president of LaGuardia Community College and ACE Board Member Gail O. Mellow offered her perspective on today’s college students. Namely, they aren’t who you think they are, and the higher education community could help remove barriers to their success by realizing that.
A recent blog post from the Lumina Foundation discusses how frameworks act as blueprints to ensure all credentials are of high quality.