Posts Tagged: post-traditional students
A recent report by the Institute for Women’s Policy Research identifies the realities of parents who are pursuing a postsecondary education. Findings reveal that about one in five, or 3.8 million students are raising children while enrolled in college.
Post-traditional learners are often expected to adjust their own lives and schedules to campus life and services, including in the area of mental health. But it is equally important that campus services and culture are adjusted to better serve this growing group of students and their unique needs.
Cuyahoga Community College, also known as Tri-C, is increasing workers’ access to skills training throughout Northeast Ohio’s manufacturing sector by bringing a mobile classroom directly to the workplace.
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.