Posts Tagged: post-traditional students
A new resource from the Education Strategy Group (ESG) seeks to equip institution and state leaders to better support post-traditional students as competing challenges, such as the COVID-19 pandemic and labor market demands, impact adult-learner success.
Much remains uncertain about what the fall 2021 semester will bring, but it’s increasingly obvious that expanded online offerings will be a welcome development—both now and for many years to come. Read more from Joseph I. Castro, chancellor of The California State University.
Bridging the disconnect between learners and employers requires a new approach to help open opportunities for people who have historically been underserved by the current system. Can blockchain help fill these gaps?
The National Student Clearinghouse released the third report in its COVID-19 series on student transfer patterns.
A recent report from the National Clearinghouse Research Center highlighted the current trends for undergraduate degree earners across higher education sectors.
In the wake of the COVID-19 pandemic, we can expect a surge in demand for higher education that will disproportionately come from post-traditional students. To respond, colleges and universities must swiftly adapt by broadening their view of learning.
The American Association of Community Colleges recently released its Fast Facts 2020 snapshot.
A recent study by New America reveals considerable equity gaps in access to postsecondary education and job training programs for incarcerated adults.
Four higher education leaders look at College Unbound’s learner-centered, student-driven approach to higher education and the institution’s 10-year journey through regional accreditation.
Johan E. Uvin, president of the Institute for Educational Leadership and former acting assistant secretary under the Obama administration for the Office of Career, Technical, and Adult Education, writes that College Unbound is likely going to be one of the few innovation breakthroughs in higher education.
In 2015, Robert L. Carothers joined the board of College Unbound after stepping down from serving as the president at the University of Rhode Island for 18 years. Most of the students came thinking of themselves as having failed, he writes, but College Unbound “taught them to reframe failure and to see that their lives had been about learning, even if they could not see it.”
David A. Bergeron, senior fellow for postsecondary education policy at the Center for American Progress and formerly of the Department of Education’s Office of Postsecondary Education, considers how College Unbound works to reconcile the goal of greater access for older adults with the lack of meaningful outcomes.