Week 1 Overview
Week 1: College for All—College Promise Programs; Understanding Socioeconomic Status
- Demonstrate knowledge and application of college promise programs, including contextual considerations and limitations.
- Develop an understanding of how socioeconomic status impacts the community college student experience from an asset mindset.
- Develop an understanding of how age impacts the community college student experience from an asset mindset.
- Demonstrate the ability to evaluate diverse perspectives and navigate the ambiguity and complexity that comes with multiple perspectives, including the ability to reassess one’s own personal perspective when appropriate.
- Review course assignments and expectations
- Read/review and incorporate assigned materials
- Explore the strengths and limitations of college promise programs as they have been implemented in different locations
- Explore how low-income status influences student performance metrics
- Explore how age influences student performance metrics
- Reflect on personal perceptions of college promise programs and the strengths of low-income students
- Participate in Zoom Session on Thursday, August 25th.
Required Reading and Viewing
Bailey, T.R., Jaggars, S.S. * Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press. Chapter 1.
Cuyjet, M.J., Howard-Hamilton, M.F. & Cooper, D.L. (2011). Multiculturalism on campus: Theory, models, and practices for understanding diversity and creating inclusion. Sterling, VA: Stylus. Chapters 1, 2, 3, and 4.
College Promise Programs (Links to an external site.)
Billings, M. (2018). Understanding the design of college promise programs, and where to go from here. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2018/09/18/understanding-the-design-of-college-promise-programs-and-where-to-go-from-here/ (Links to an external site.)
Campaign for Free College Tuition. (2018). Tuition free: A briefing book for state leaders. Retrieved from https://www.freecollegenow.org/briefing_book (Links to an external site.)
Gurantz, O. (2019). What does free community college buy? Early impacts from the Oregon Promise. Retrieved from https://ogurantz.github.io/website/Gurantz_2019_OregonPromise.pdf (Links to an external site.)
Harris, D.N.; Farmer-Hinton, R.; Kim, D.; Diamond, J.; Blakely Reavis, T.; Krupa Rifelj, K.; Lustick, H.; and Carl, B. (2018). The promise of free college (and its potential pitfalls). Retrieved from https://www.brookings.edu/wp-content/uploads/2018/09/GS_9202018_Free-College.pdf (Links to an external site.)
Miller Adams, M. (2019). College promise campaign: Policy brief No. 7. Retrieved from https://collegepromise.org/wp-content/uploads/2019/05/CPC-Policy-Brief-Michelle-Miller-Adams-1.pdf (Links to an external site.)
Reed, M. (2019). The other side of free tuition. Retrieved from https://www.insidehighered.com/blogs/confessions-community-college-dean/other-side-free-tuition (Links to an external site.)
Smith Jaggers, S. (2020). A broken ‘promise’? How college promise programs can impact high-achieving, middle-income students. Retrieved from https://www.thirdway.org/report/a-broken-promise-how-college-promise-programs-can-impact-high-achieving-middle-income-students (Links to an external site.)
Willard, J.; Vasquez, A.; and Lepe, M. (2019). Designing for success: The early implementation of college promise programs. Retrieved from https://www.mdrc.org/sites/default/files/CPSI_Policy_Brief-Final_0.pdf (Links to an external site.)
W.E. Upjohn Institute for Employment Research. (n.d.). Promise research at the Upjohn Institute. Retrieved from https://www.upjohn.org/promise/ (Links to an external site.)
Pratt, T. (2018). Giving low-income students enough support to graduate, colleges face financial catch-22. Retrieved from https://www.pbs.org/newshour/education/giving-low-income-students-enough-support-to-graduate-colleges-face-financial-catch-22 (Links to an external site.)
Politizane. (2012, November). Wealth inequality in America. Retrieved fromWealth Inequality in America (Links to an external site.)
Yuen, V. (2019). New insights into attainment for low-income students. Retrieved from https://www.americanprogress.org/issues/education-postsecondary/reports/2019/02/21/466229/new-insights-attainment-low-income-students/ (Links to an external site.)
Zuhl, J. (2019). Poverty: The biggest obstacle to higher education. Retrieved from https://www.streetroots.org/news/2019/04/26/poverty-biggest-obstacle-higher-education (Links to an external site.)
Apple, D., and Leasure, D. (2019). How raising the bar helps re-entry students succeed. Retrieved from https://evolllution.com/attracting-students/retention/how-raising-the-bar-helps-re-entry-students-succeed-part-1/ (Links to an external site.)
Chatlani, S. (2018). Deep dive: Dual enrollment is increasing college-going behavior, but only for some students. Retrieved from https://www.educationdive.com/news/dual-enrollment-is-increasing-college-going-behavior-but-only-for-some-stu/530590/ (Links to an external site.)
Clark, Q., and Esters, L. (2018). Supporting the entry of older adult students into college classrooms. Retrieved from https://diverseeducation.com/article/114494/ (Links to an external site.)
Labadie, S. (2017). Let’s make child care more accessible. Retrieved from https://www.insidehighered.com/advice/2017/07/18/we-need-provide-more-child-care-support-parents-college-essay (Links to an external site.)
Ross-Gordon, J. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. Peer Review, 13(1). Retrieved from https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population-no