Series: Retention Through Redirection
This document discusses best practices in managing the classroom to improve student commitment in Ontario college LBS programs. The best practices are listed in three sections; each is organized under the area or individual having the greatest control of those practices. These sections are: institution controlled; practitioner controlled, and; shared control.
Series: Retention Through Redirection
The lists of best retention practices in this document were created by incorporating key findings, recommendations and retention strategies from several LBS/NLS projects in which Ontario LBS college programs participated. Included are lists of additional strategies and suggestions, based on input from practitioners during regional training events.
This report describes a pilot project developed to help laid-off workers in western Ontario gain the computer skills needed to help them find new jobs.
The College Sector Committee for Adult Upgrading (CSC) was chosen to create a computer curriculum that included labour market research and used an Essential Skills approach. Seven community-based literacy agencies and one school board were enlisted to deliver the 60-hour course to workers referred by Labour Adjustment Committees in nine Western Region communities of Ontario.
All participants who were surveyed after completing the course said they would recommend it to others. Labour Adjustment Committee staff reported improvements in participants’ self confidence, in addition to the specific skills acquired.
Working Towards Consistency
This document outlines the research and conclusions drawn concerning the policies and procedures in place in Literacy and Basic Skills (LBS) Programs in Ontario colleges. The goal of this initiative was to identify areas of consistency across current LBS college policies and procedures and develop samples that reflect that consistency.
This literature review is part of a project undertaken by Ontario’s College Sector Committee (CSC) for Adult Upgrading. The goal of the project is to ensure that pre-apprenticeship students receive an Academic Upgrading (AU) component tailored to their trade and connected seamlessly with the trade component of their program.
The literature review focuses mainly on integration as it applies to program delivery and curriculum development. It includes integration models; the need for integrating literacy and essential skills into pre-apprenticeship and trades training; the case for integration; strategies/tips/effective practices for integration in the classroom; and the benefits and outcomes of an integrated approach.
The authors note that the literature review was limited by the small number of research reports and documents found concerning integration across the industrialized world.
A Study of College Preparatory Students in Post Secondary College Programs
Series: Prepared for Success
This is a report on a project designed to demonstrate the effectiveness of preparatory programs in preparing students in Ontario for post secondary studies and to highlight the supports identified by learners that colleges provide to enhance student success. Data was gathered from community colleges province-wide.
A Study of the Success of Adult Upgrading Graduates in the First Semester of Post Secondary
Series: Prepared for Success
An initial study, ” Prepared for Success: A Study of College Preparatory Students in Post Secondary College Programs”, examined the post secondary outcomes of students who had moved on from upgrading programs to further education in the college system in 1999/2000.
The initial study tracked students from post secondary admission through to graduation documenting success both in terms of retention and grade point average.
This study focuses exclusively on first semester results, specifically the spring/fall 2003 and winter 2004 semesters.
A Study of the Success of Adult Upgrading Graduates in the First Semester of Postsecondary Programs
This report is made up of charts and bar graphs that illustrate the postsecondary outcomes of students who had moved from upgrading programs to further education in Ontario’s college system between 2003 and 2010.
It includes information on students’ choice of programs; numbers of students who switch programs; retention rates; and grade point average (GPA).
The authors note that in terms of retention and GPA, students from adult upgrading programs show they are well prepared, both academically and personally, to succeed in postsecondary education. In addition, the low rate of program changes indicates that adult upgrading programs have helped students make the appropriate program selections.
This report is the result of a project led by Ontario's College Sector Committee for Adult Upgrading (CSC), in partnership with three other provincial organizations involved in adult literacy and upgrading: Community Literacy of Ontario (CLO), Ontario Association of Continuing Education School Board Administrators (CESBA) and the Ontario Native Literacy Coalition (ONLC). The goal was to determine how opportunities for partnerships between provincial organizations could be identified and developed.
The project's goals included outlining the challenges and benefits of developing common approaches at the provincial level; creating dialogue among four stakeholder organizations regarding implementation of Essential Skills in adult literacy and upgrading programming; developing the common message and content to be included in Essential Skills training for practitioners; and testing the usefulness of this type of approach among key provincial stakeholders with a wide range of views and operational requirements.
Interviewed at the end of the project, the participants reported feeling satisfied at the effectiveness of a partnership approach. They felt the project showed that organizations with different structures, needs and cultures could work together effectively.
The project report identifies ten Best Practices derived from data collected and discussions held, which the partners agreed would help future partnerships succeed. The Best Practices deal with matters like partners' joint ownership of a project, terms of reference, communication and goal-setting.
e-PD Reading and Response Pilot Summary Report
The e-PD Reading and Response Pilot is part of a larger College Sector Committee (CSC) project called Reaching the People Who Need It Most. The aim of the overall project is to identify more clearly the professional development(PD) needs of Literacy and Basic Skills (LBS) college practitioners, and bring practitioners together to engage in relevant and meaningful PD activities.
This document is a report on a pilot, undertaken to investigate ways to bring practitioners together for a focused reading and discussion activity. Different PD models were researched and the focus of the pilot became online professional development or ‘e-PD'.