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Introducing our New Deputy Director of Education Grantmaking, Ascendium Acts on Grant Partner Feedback, and More
- Introducing our New Deputy Director of Education Grantmaking, Dr. Janice Hicks
- Ascendium Acts on Grant Partner Feedback to Refine Philanthropic Practices
- New Resources Aim to Increase Understanding of CBE Program Designs
The Gardner Institute launched its Transforming the Foundational Postsecondary Experience program to reduce equity gaps and help boost student success during the first two years of college.
Ascendium is pleased to welcome Dr. Janice Hicks to our Education Philanthropy team as our new deputy director of education grantmaking. Janice will support grantmaking across portfolios focused on strategies to transform postsecondary education institutions and systems to better serve learners from low-income backgrounds.
Keith Witham Reflects on the Past Six Months, Ascendium Discusses the State of Postsecondary Education in Prison, and More
- Keith Witham Reflects on His First Six Months as Vice President of Education Philanthropy
- Ascendium’s Molly Lasagna and Others Discuss the State of Postsecondary Education in Prison
- Strategic Media Partnerships Amplify Solutions to Rural Learners’ Challenges
Halfway through his first year as Vice President of Education Philanthropy, Keith Witham provides an overview of the past six months of Ascendium’s grantmaking. He also looks ahead, reaffirming Ascendium’s commitment to transforming the lives of learners from low-income backgrounds through postsecondary education and workforce training.
Although the vast majority of learners pursue postsecondary education in hopes of landing a good job, career advising is frequently limited and opportunities such as internships are often out of reach for learners from low-income backgrounds – many of whom work while attending college and can't afford to take on unpaid work. The Yes We Must Coalition hopes to solve this by helping member institutions employ strategies for career preparedness that have proved successful at community colleges.
Students who receive a D or F or withdraw (DFW) from a course often stall out and can risk losing future financial aid. The COVID-19 health crisis exacerbated DFW rates, especially among learners from low-income backgrounds. In part two of our interview, University Innovation Alliance (UIA) founding CEO Dr. Bridget Burns discusses what UIA institutions have learned from efforts to help students recover credits and regain momentum towards completion, as well as what other lessons they learned from the health crisis.
Q&A with UIA’s Bridget Burns, Improving Learner Outcomes with Updated CUNY Transfer Explorer, and More
- Q&A: UIA’s Bridget Burns on Helping Struggling Students Get Back on Track (Part 1)
- Updated Tool Saves Time and Money to Improve Learner Outcomes
- Helping Learners See a Clearer Path: Awareness Continues to Build Around Guided Pathways Framework
The guided pathways framework is a whole-college redesign of the student experience that helps learners explore, choose, plan, and complete programs aligned with their education and career goals. It can be especially helpful to learners from low-income backgrounds as it more clearly outlines their program with considerations to efficiency and affordability. As leaders in developing, evaluating, and implementing the guided pathways framework, Community College Research Center (CCRC) continues to build awareness of this targeted reform strategy.
Students who receive a D or F or withdraw (DFW) from a course often stall out and can risk losing future financial aid. At many institutions, learners from low-income backgrounds make up a disproportionate percentage of this group. University Innovation Alliance’s founding CEO spoke with us about an innovative solution to identify DFW patterns and help these learners recover credits and regain momentum towards completion.
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