Creating access and success: Academic pathways reaching underserved students

Abstract

This chapter discusses results of a fifty-state study conducted through the Academic Pathways to Access and Student Success initiative, and identifies curricular, instructional, and organizational The aspiration to attend college is nearly universal among American youth, yet the fulfillment of such desires is much more limited. According to the U.S. Department of Education (2004), roughly 90 percent of the 2002 high school sophomore cohort desired a college education, and over 70 percent expected to complete a four-year college degree. In actuality, only 62 percent of this group enrolled in college, and nearly half of the college entrants failed to return for a second year. Those who do not enter or remain in college do not experience the same benefits, such as increased annual earnings, as college graduates (Howe, 1988;Rosenbaum, 2001).The term college access links a number of different issues: how low-and middle-income families pay college costs, how students traditionally underrepresented in higher education overcome discrimination and social disadvantage, and how well high school graduates are prepared for college-level work (Cabrera and La Nasa, 2001

Entrepreneurial design: the role of design as driver of entrepreneurial opportunity generation and assessment

“…While some authors already elaborated (Bragg and Bragg, 2006;Rae, 2007) on the importance of systematising the creative process and applying creative methods and techniques to the opportunity generation process, none of them acknowledges any potential contribution from design, which for most scholars still remains a practice difficult to observe, measure and analyse. One of the few exceptions is the work of Barringer and Gresock (2008), which became the bridge, linking design as a helpful tool, using the traditional State-Gate TM process in product development as a way to structure the front-end of the entrepreneurial process and apply the same competences of product development to the generation and assessment of business ideas.…”

Flipped Classrooms for Advanced Science Courses

“…Therefore, although the student is receiving college credit, the instructor may not truly be qualified to teach a college course (Santoli 2002). In smaller, more rural schools, this issue may be even more likely as a result of instructors teaching multiple subjects and who, therefore, may not be qualified to teach specific dual credit courses or because of the distance the students would have to travel to attend a college course (D'Amico et al 2013;Harris and Stovall 2013;Bragg et al 2006).…”

The role of community college-based transfer programming in transfer student success.

“…The term democratization is used to describe this function of the community college (Melguizo & Dowd, 2009;Rouse, 1995). These students are typically ethnic minorities (40%), first generation (42%), and/or those who are otherwise ill-prepared for college-level work (AACC, 2009, "Fast Facts";Bragg, Kim, & Barnett, 2006;Laanan, 1996). Approximately 50% of minority students will begin their college career at a community college; a notable percentage given that minority students make up less than 25% of all students enrolled in higher education in the United States (Cuseo, 2001).…”