Exciting Designs from the Breakthrough Models Academy 2014 (255255520)

8/9/2019 Exciting Designs from the Breakthrough Models Academy 2014 (255255520)

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Tina Grant Excelsior

College

David StSoutheast

State

Uni

Judy Peacock

Queensland University

of Technology

Darice THarp

Colle



Driving

Principle

Not all students who graduate from h

are college ready. Slipstream takes s

who otherwise would not likely atten

and helps prepare them to attend, an

successful in,

college.

Slipstream

lea

increased college completion via brin

students to college as well as giving t

tools to

complete

college.

Slipstream

ultimately increases student success

college completion.



Project

Overview

Slipstream increases college enrollm

persistence, and

completion

by

brin

students who would not likely atten

to, and through college. It provides

mechanism for

students

who

lack

co

preparation and “grit” and who don

college is an option for them.



Project

Overview

Slipstream builds college readiness t

crowd sourced opportunities that in

motivation, develop knowledge and

open attitudes and aspirations. Skil

developed include

reading,

writing,

stats, problem‐solving and critical th



Project

Overview

By engaging in structured real‐world

experiences and community project

have the opportunity for 360 degree

development while mastering colleg

skills and

behaviors

in

a safe,

suppo

environment and, in doing so, beco

interested in and better prepared fo



Students

Select a project

Engage with faculty and student

virtually

Implement project

Earn college credit (ACE/NCCRS)

Use pathways with partner insti

Enroll in college degree program





Students sign up for an existing proje

been pre‐evaluated for college credit

party provider

such

as

NCCRS

or

ACE

use a crowd source function to gener

interest in creating a new project. Pr

be completed

virtually

or

on

‐site

and

supervised by participating faculty fr

participating colleges. Students go th

series

of

approvals

with

the

faculty

mprior to the start date and work in gr

complete the projects.



A website/portal will allow students

both formally and socially online befo

and after

their

projects.

Upon

compl

the project, the faculty member supe

provide a detailed review of each stu

participation and

help

them

to

identi

own learning as a result of their part

To earn college credit, students will n

actively

engaged

and

must

completeproject or other form of assessment

demonstrate their learning.



Participating institutions will agree to

the third‐party evaluations should a S

student apply

and

be

accepted

to

a d

program. In the case of student‐crea

projects that have not been evaluate

credit, students

may

seek

prior

learn

assessment of their Slipstream exper

through special arrangement with

LearningCounts.Org,

an

online

portfodevelopment program.



It is anticipated that funding will be p

through grants, through support of

participating institutions,

and

throug

donations. Funding will cover admini

oversight of the program including w

development and

monitoring,

outrea

recruitment efforts, faculty stipends,

costs.





Performance/success

measures

3) Self ‐assessment to gauge motivat

readiness to consider college enr

(qualitative)

4)

Number of students who progres

to a successful

college

enrolment

(quantitative)

5) Number of students who persist t

a college

award

(longitudinal/qua



Relevant Resources

College Enrollment and Work Activity of

School Graduates.

(April

22,

2014).Unite

Department of Labor, Bureau of Labor S

USDL‐14‐0657.

The College

Expectations

of

Non

‐College

(September, 2014). National School Boa

Association, Center for Public Education

Kanter, M., Ochoa, E., Nassif, R., and Cho

2011). Meeting

President

Obama’s

2020

Completion Goal . Retrieved from www.e



Education Longitudinal Study , (2002). U.

Department of Education, National Cent

Education Statistics.

Horn, L., Cataldi, E., Sikora, A. (n.d.) Wai

Attend College. US Department of Educa

Institute

of

Education

Sciences,

NationaEducation Statistics.

Loftus, M. (2014). The Value of a Gap Ye

News Digital Weekly, 6(40), 11.

Fueling the

Race

to

Postsecondary

Succe

2010). Council for Adult and Experientia

Chicago, IL



Breakthrough Models

Academy,

Team

6

Tina Grant,

Judy

Peacock,

David

Starrett,

Darice

Trout

SLIPSTREAM

Project Overview

Slipstream increases college enrollment, persistence, and completion by bringing students who would not likely

attend college to, and through college. It provides a mechanism for students who lack confidence, preparation

and “grit” and who don’t believe college is an option for them.

Slipstream builds college readiness through crowd sourced opportunities that increase motivation, develop

knowledge and

skills,

and

open

attitudes

and

aspirations.

Skills

developed

include

reading,

writing,

math

and

stats, problem‐solving and critical thinking.

By engaging in structured real‐world experiences and community projects, students have the opportunity for

360 degree development while mastering college level skills and behaviors in a safe, supportive environment

and, in doing so, become interested in and better prepared for college.

Students:

o select a project

o engage with faculty and student cohort virtually

o implement project

o

earn college credit (ACE/NCCRS)

o use pathways with partner institutions

o

enroll in college degree program

Project

presentation:

https://prezi.com/dgnmxubxesb7/ Slipstream

Driving Principle

Not all students who graduate from high school are college ready. Slipstream serves these students and helps

prepare them to attend college. This will take students who otherwise would not likely attend college and helps

prepare them to attend, and be successful in, college. This leads to increased college completion via bringing more

students to college as well as giving them the tools to complete college. The ultimate impact is increasing student

success and college completion.

Performance/success measures

Success of the program can be judged using a combination of qualitative and quantitative measures

including:

1)

Number of

students

“Slipstreamed”

through

the

program

(quantitative);

2)

Feedback from “Slipstreamers” regarding value of and satisfaction with the program (qualitative);

3) Self ‐assessment to gauge motivation and/or readiness to consider college enrolment (qualitative);

4) Number of students who progress through to a successful college enrolment (quantitative); and

5) Number of students who persist to receive a college award (longitudinal/quantitative).

Assumptions/Making the Case

Of the nearly three million youth age 16 to 24 who graduated from high school last year, about one million have not

enrolled in college [1]. Yet, It is interesting to note that even as seniors were finishing up their high school careers,

the majority (nine out of ten graduates) of non‐ college enrollees were expecting to go directly to college or enroll in

a vocational, technical or trade training program [2]. Somehow, there is a gap, then, between aspiration and

enrollment. If we are to make strides toward meeting our nation’s ambitious 2020 college completion goal of

boasting the highest proportion of college graduates in the world, we will need five million more students than

expected to

graduate

college

[3].

It

is

prudent,

then,

to

better

understand

the

characteristics

and

motivations

of

“non‐enrollers” in order to design programs and services that provide the motivation, self ‐efficacy, and support

needed to bridge the divide.

Although not homogeneous, non‐enrollers do share some commonalities. According to data collected by the United

States Department of Education [4], not surprisingly, non‐enrollers fared worse academically in high school than their

college‐going counterparts due to taking less rigorous courses and spending fewer hours on homework. They are

more likely to be male, from the rural South, with parents who did not attend college. The reasons many high school

graduates do not attend college vary, but according to the Imagine America Foundation, the top five reasons are: no

one in their family has gone to college, they didn’t do well in high school, they do not know how to choose a college,

they think they won’t fit in, and they think they can’t afford college. For whatever reasons students wait to enroll in

college, those who do delay are at considerable risk of not completing a postsecondary credential when compared

with their peers who enroll immediately after high school graduation [5].



The key is to capture these students just before or after high school and offer opportunities which will provide the

motivation and sense of self ‐efficacy needed to engage in college level learning experiences as soon as possible.

These students need help to clarify their goals, and they need a support system in place to help them build a bridge

between aspiration and college attainment.

In fact, not attending college right out of high school might actually have its advantages. One college study showed

that high school students who decide to postpone college for at least a year often perform better than their peers,

and students who had taken a year off had consistently higher grade‐point‐average [6]. Of course, that year off, or

“gap year,” should be spent doing something productive that will help them focus their areas of interest, so that

when they

do

enroll

in

college,

they

have

a better

sense

of

their

attributes

and

aspirations.

If

the

“gap

year”

learning

experience provides an on‐ramp to college by offering transferable academic credit for proven knowledge and skills,

then students will also be two and half times more likely to enroll, persist, and complete a degree program, according

to research conducted by the Council for Adult and Experiential Learning [7].

Fiscal Impacts

Currently, on average, a student “earns” an institution approximately $13,932.86 per annum (averaged, and including

student and government contributions). Over the course of a three year program, this totals approximately $41,798.58

per student. Hypothetically, an additional 100 enrolments from “non‐standard” pathways can theoretically raise the

gross income of a single institution by approximately $4.2k per annum. As of 2011, the US had approximately 21 million

students in higher education ‐ a conservative increase of 1% of additional enrolments of Slipstreamed students would

increase total revenue in US higher education by $8.8 billion. It is impossible to quantify the value‐add social and fiscal

impacts upon the immediate families of each student, their local community, and the US economy generally. Running

costs for

the

program

would

be

minimal,

requiring

a salaried

coordinator

and

a small

team

of

part

‐time/casual

administrative and technical support staff to coordinate and manage project teams. Slipstream project leaders and

team members would be volunteers, and industry‐based donations may also generate a small revenue to cover

peripheral costs and sundries.

Human Resource Impacts

Partnerships are a critical for the success of Slipstream. While there are numerous community based organizations

and volunteer educational experiences in the United States and abroad, collaboration between these organizations

and post‐secondary institutions have the potential to reinvent the educational volunteer experiences and

educational outcome for participants. Currently, participants have vast opportunities that promote incidental

learning; however, if the learning was more intentional and focused, students could gain competencies that could

directly translate to college preparedness as well as credit for prior learning or even direct credit if both institutions

can work together to offer specific credit through colleges course and curriculum.

To have a successful program, there would need to be faculty interested in participating in the volunteer experiences

as well as developing curriculum that develops reading, writing, mathematical, problem‐solving, and critical thinking

skills. If technology permits, the faculty would serve as online instructors during the experience and they would

continue to mentor the participants once they have returned which would help establish a cohort of learners once

the students transition into a more traditional post‐secondary educational setting.

A third critical collaboration would be between high schools and college outreach/enrollment services. Slipstream

opportunities would best be advertised to students who are contemplating whether or not to begin a post‐secondary

degree or certificate program or to enter the workforce. Slipstream would become part of the regular conversations

between students and counselors during their eleventh year of secondary studies.

[1] College Enrollment and Work Activity of 2013 High School Graduates. (April 22, 2014). United States Department

of Labor,

Bureau

of

Labor

Statistics.

USDL

‐14

‐0657.

[2] The College Expectations of Non‐College Goers. (September, 2014). National School Boards Association, Center for

Public Education.

[3] Kanter, M., Ochoa, E., Nassif, R., and Chong, F. (July 2011). Meeting President Obama’s 2020 College Completion

Goal. Retrieved from www.ed.gov

[4] Education Longitudinal Study, (2002). U.S. Department of Education, National Center for Education Statistics.

[5] Horn, L., Cataldi, E., Sikora, A. (n.d.) Waiting to Attend College. US Department of Education, Institute of

Education Sciences, National Center for Education Statistics.

[6] Loftus, M. (2014). The Value of a Gap Year. U.S. News Digital Weekly , 6(40), 11.

[7] Fueling the Race to Postsecondary Success. (March 2010). Council for Adult and Experiential Learning, Chicago, IL

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Exciting Designs from the Breakthrough Models Academy 2014 (255255520)