PATHWAYS:
A Blog for the CAEL Community.

Shasta College successfully implements accelerated programs, gateway programs to four-year degrees, and a degree-reclamation program to help working adult learners achieve success in degree completion and work.

For this “interview style” blog, CAEL met with Tony Hooker, an adult learning advisor for Parkland College. The following is a summary of our conversation.

We live in a world surrounded by trauma. There’s no doubt about it.  The trauma comes from a myriad of sources including childhood adverse experiences, natural disasters and shootings in locations commonly considered safe.   The fact is that trauma produces symptoms. While symptomology differs from person to person (even within the same family), it affects the capacity of individuals of all ages to learn and retain information.   

Frontline workers now represent a significant percentage of America’s workforce. But what defines a frontline worker? Those who interact with customers, make products, and/or provide services fall within this demographic. Most of these workers make less than $30,000 a year and do not have a degree. That makes frontline workers a prime population for upskilling opportunities. With more training and new skills, many of these workers could be better positioned for career advancement. 

For many people, mention apprenticeships and they immediately think of programs supported by labor unions that provide on-the-job training in a technical trade such as plumbing, HVAC or construction. Apprenticeships in the 21st century look very different, though, as more technology and service fields such as nursing, education, IT, energy and the insurance industry embrace apprenticeships. Leaders in these fields see apprenticeships as a way of filling the growing number of middle-skills jobs, defined as jobs that require some postsecondary education but less than a four-year college degree.

As an adult, there’s a pretty good chance that you’ve acquired a decent amount of your knowledge and skills from experiences that took place outside the classroom. Whether you learned about software programming from helping your mother access her music on her computer or you’re a pro in Microsoft Excel from your years of designing pivot tables, the way you gained your abilities is derived from your life experiences. Many colleges and universities will give you the opportunity to demonstrate your existing skills through different methods of examination known as prior learning assessment (PLA). For example, you may take a standardized test (e.g., the College-Level Examination Program [CLEP] exam) to demonstrate your mastery in a particular subject, such as history. Or, you may put together a portfolio showcasing your years of work experience as, say, a researcher, to demonstrate that you don’t need to take a college-level statistics course.

So, imagine going back to school and attempting to get PLA credit for knowledge you already have, only to be told, “Sorry, that experience doesn’t count.” That would seem quite unfair, right? Well, that’s what’s happening for some native and heritage speakers of non-English languages.

Is it obvious to most observers that the way college is depicted on the silver screen is only a pale imitation of what higher education truly offers to learners, especially when it comes to so-called nontraditional students? (Think: Melissa McCarthy's character in the 2018 comedy "Life of the Party.") Hollywood continues to perpetuate the enduring perception that college is still merely a haven for young people to let loose, and that narrative comes at the expense of a rising tide with more and more adult students. We need to stop thinking of these students as fish out of water and realize that they represent the new normal of higher education.

CAEL President Marie A. Cini is responding to that narrative with one of her own.

Linking learning and work is not a one-size-fits-all process. Aligning the interests and actions of multiple parties—including job seekers, industry stakeholders, regional government and workforce bodies, and educational institutions—is a challenging task, but the results can significantly improve outcomes for all of the players involved.

Recently, CAEL has undertaken multiple projects to enhance workforce pipelines by connecting job seekers with the training they need so they can fill the jobs their regions are known for, as well as to enter career paths those job seekers might not have even considered previously, providing new sources of talent for employers who are in need of skilled people.

We sat down with Lewis Brown, director of client relations here at CAEL, to discuss two of the recent projects that CAEL has pursued in partnership with the petrochemical industry in Texas and the financial services sector in New York City.

Complete Florida was created in 2013 to help the millions of adults across the state who have earned some college credit, but not a degree. The services offered by Complete Florida are completely free for participants, and they help individuals to complete a certificate or degree program. Ultimately, this boost can make it possible for participants to achieve employment in high-demand occupations.
 
Prior Learning Assessment (PLA) plays an integral role in the Complete Florida framework. Through assessments that evaluate students’ existing skill sets, the state of Florida recognizes the importance of adults being able to obtain credit for their years of on-the-job experience.

In August 2018, CAEL launched an ambitious new project to improve outcomes for adult Latino students in higher education. The Adult Learner 360 Academy for HSIs is an ongoing initiative to work with 15 Hispanic-serving institutions from across the country:

Austin Community College, TX
Bronx Community College, NY
California State University-Sacramento, CA
Estrella Mountain Community College, AZ
Florida International University, FL
Lehman College, NY
Phoenix College, AZ
Richard J. Daley College, IL
South Texas College, TX
Texas A&M University-San Antonio, TX
Texas A&M University-Corpus Christi, TX
Union Institute & University, OH
University of Texas-Rio Grande Valley, TX
University of Wisconsin-Parkside, WI
West Los Angeles Community College, CA

Funded by generous support from The Kresge Foundation, Ascendium Education Group and Greater Texas Foundation, this three-year project, in partnership with Excelencia in Education, will help the participating HSIs identify areas where they can enhance their services. CAEL will provide professional development, tools and research to support the participants.

As part of the program, the partner HSIs will come together annually with CAEL and Excelencia in Education for the Latino Adult Student Success Convening (LASSC). With our first convening for the initiative on the horizon later in February, we asked our funders what drew them to this project and why they’re involved in the cause to support working adult Latino students.