Strategies from the Field
The NCTN Promising Practice Series presents detailed descriptions of strategies from the field that are designed to promote the successful transition of students from adult basic education to postsecondary education and training.
At Davidson County Community College, a highly structured contextualized curriculum increases young adult students’ motivation and self-efficacy. Designed for students who are within 6-8 months of graduating with a GED or adult high school diploma, this program accelerates their college and career readiness.
A simulated day at college, featuring sample classes and panel discussions on campus, is one way to help ABE/ESOL students to make the transition to postsecondary education.
Based in Hartford and New Haven, the Urban Corridor Project sponsored the development of a new curriculum designed to help adult students bridge the gap between the math skills they learn in adult education and those needed to succeed in college-level math courses.
Math instructor Pam Meader shares several of the activities she uses in her algebra courses, including peer interviews, goal-setting, journaling, labs, and even a murder mystery.
Recently, the CLC moved to an all-portfolio format for their Bridge Program. The new format includes checklists for portfolio contents on college preparedness, computer activities, and math and writing assignments.
Many Bridge Program students at the Community Learning Center in Cambridge, MA are empowered by knowing they can look ahead, check current assignments, and refresh their memories regarding class discussions, just by looking at the syllabus. In addition to serving as an organizing tool, the syllabus functions as an important way to introduce students to college culture.