After Graduation: What is Next? Jeannette Carter, Director, Outreach for K-12 Kim Bolig, Director, Academic Support Services Pennsylvania College of Technology.

After After Graduation: Graduation: What is Next?What is Next?

Jeannette Carter, Director, Outreach for K-12

Kim Bolig, Director, Academic Support Services

Pennsylvania College of Technology

Beginning at the end (???)

At the age of 50

After Graduation After Graduation OptionsOptionsEnter the Labor MarketMilitaryTraining Programs

◦(proprietary, short-term, apprenticeship)

Postsecondary Education ◦One year education◦Two year education◦Four year education

Factors Impacting Factors Impacting Graduation from CollegeGraduation from College

The Toolbox Revisited: Clifford Adelman, 2006

“… recruitment efforts have to insure that students enter postsecondary education immediately following high school graduation. The longer students wait, the less likely they will finish a degree.”

MomentumMomentum“The academic intensity of the

student's high school curriculum still counts more than anything else in pre-collegiate history in providing momentum toward completing a bachelor's degree.”

Momentum: Earning 20 credits or more by the end of the first year in college.

Dual Enrollment: Dual Enrollment: an intervention toolan intervention tool

“It is all the more reason to begin the transition process in high school with expanded dual enrollment programs offering true postsecondary course work so that students enter higher education with a minimum of 6 additive credits to help them cross that 20-credit line.

Six is good, 9 is better, and 12 is a guarantee of momentum.”

Graduating From Graduating From College: College: What else does it take?What else does it take?

What the research shows

What works at Penn College

Successful vs. Successful vs. Struggling Struggling Personal

ResponsibilitySelf-MotivationSelf-ManagementInterdependenceSelf-AwarenessLife-Long

LearningEmotional

IntelligenceSelf-Belief

Victims to External Forces

Externally MotivatedProcrastinateSolitary/Reject HelpUnconscious

DecisionsResist Learning/BoredRuled by Their Strong

EmotionsSelf-Doubt

From Skip Downing, On Course: Strategies for Creating Success in College and in Life. Houghton Mifflin

StudentsStudents

C (2.0) = Average C (2.0) = Average (minimum)(minimum)

Attending class Have textbook and

notebookHand in all homeworkTake notesReview for examsKnow material

Knowledge

Bloom’s Taxonomy

B (3.0) = Above AverageB (3.0) = Above AverageRead text before classPositive non-verbal signs

(SSLANT)Spaced reviewAll homework correctUse resourcesComprehend & apply

materialKnowledge

Comprehension

Bloom’s Taxonomy

Application

A (4.0) = ExcellentA (4.0) = ExcellentPrepare questionsQuality workGo beyond the text/classAnalyze, synthesize &

evaluate material

Knowledge

Comprehension

Bloom’s Taxonomy

Application

Analysis

Synthesis

Evaluate

Millennial Generation (1980-Millennial Generation (1980-2000)2000)Characteristics

◦ Grew up with Columbine, Clinton’s infidelity, OJ, terrorism

◦ Multi-tasking and high speed = expect change & want things instantly

◦ Expect increasing sophistication of technology◦ Like to learn◦ Think they are special = confident & optimistic◦ Live structured, sheltered, scheduled lives = need

structure◦ Team-oriented/group activities◦ Close to parents◦ Are racially and ethnically diverse◦ Have no fear of consequences, punishment, threats,

or firing◦ Can’t make their own decisions◦ Lack social skills

In the ClassroomIn the ClassroomWork in teamsExpect technologyWant attention from authorityExpect instant feedbackWant structure and direction

How does this translate to How does this translate to college?college?