An important measure of success for a college and career readiness program is the extent to which its participants achieve their higher education and career goals. We examined one such program, Bridge to Employment (BTE), to determine its influence on participants' educational and career-related decisions and outcomes after they graduated from high school. The BTE program works with 14-to-18year-old students in disadvantaged communities across the globe to increase their awareness and understanding of health careers and higher education opportunities. We interviewed 23 former BTE participants, representing different countries and BTE participation time frames, to provide critical qualitative insights about their experiences, years after the program. Key recommendations for college and career readiness programs include exposing participants to a wide variety of careers, strengthening soft skills, clarifying practical steps to prepare for college and careers, and providing support for interpersonal relationships.

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The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.

The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.