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Blog Posts

April 8, 2014

Eds. Note: We have just added information on the UW Flexible option to the Project Warehouse. Contact us to add your work to this database.

 

Since fall 2012, the UW System has been building a self-paced, competency-based model called the UW Flexible Option. The goal of this undertaking is to provide quality degree and certificate programs to the nearly 700,000 adults in Wisconsin with some college and no degree. The Flexible Option will serve as an important contributor to the UW System’s goals to help more Wisconsin residents attain college degrees and address the state’s workforce needs. The UW System is the first public university in the country to develop a competency-based program at the system level.

April 4, 2014

Career maps are increasingly becoming an important tool for employers to recruit and retain workers. These maps can show connections between career advancement opportunities and additional education and training requirements.

April 3, 2014

A new survey of stakeholders concerned with increasing college completion among adults with some prior college credit finds that direct outreach to former students, better data for tracking students, financial aid targeted to adult students, improved transfer of existing college credit, and innovative academic programs are key policy levers for increasing adult college completion. The full report on the survey is available here. The survey was conducted by Higher Ed Insight, which serves as the external evaluator of Lumina Foundation’s adult degree completion work.

 

February 10, 2014

Lumina Foundation has released a new iteration of its Degree Qualifications Profile. This version, DQP 2.0, is still intended to provide definitions for learning signified by associate’s, bachelor’s, and master’s degrees. Individuals, organizations, and institutions interested in reviewing the framework are invited to provide feedback on the document through March 15 on the DQP website.

January 27, 2014

A recently-completed pilot project at five Idaho colleges increased retention rates for non-traditional students by focusing on a series of intensive student support interventions including intrusive advising, accelerated remediation, and college skill-building courses.

The pilot efforts, which were funded by the J.A. and Kathryn Albertson Foundation, enrolled almost 500 students with an average age of 28. More information about the project, including a white paper and video, is available here.

December 30, 2013

By Patricia Steele
HigherEd Insight

How you administer your survey is just as important as its design. (For more information on survey design, see this earlier blog post). Proper administration techniques will help you to get a better response rate.

December 3, 2013

By Patricia Steele
HigherEd Insight

November 14, 2013

By Patricia Steele
HigherEd Insight

Surveys are a great way to get information to inform your work. Perhaps you want to know what additional services your students need. Maybe you need to learn more about what employers think of your program. You may want information on program graduates and what they’ve done since exiting. Perhaps you need a before and after measure for an intervention.

November 13, 2013

A new report from Public Agenda examines the attitudes and expectations of adults who are considering entering postsecondary education.

The report, titled “Is College Worth It for Me?”, finds that the costs of earning a credential are at the forefront of adults minds as they consider their decision. Adults also worry about struggling to balance the demands of work and family with school.

November 5, 2013

The Western Interstate Commission for Higher Education (WICHE) has released new projections as part of its Knocking at the College Door series. The new supplement projects the number of high school graduates through 2027-28 for the 25 most heavily populated metropolitan areas in the country. These projections can help those trying to bring adults back to complete postsecondary credentials by helping policymakers and education leaders understand the state of the "traditional" education pipeline in years to come.