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