Community College: Transitions

Community colleges are redesigning programs to prepare adults to enter the 21st century workforce. SRI has experience studying career pathways and partnerships with industry, using technology to streamline alignment between industry needs and academic programs, designing online tools for faculty professional communities, and evaluating evidence of workforce competence, particularly in high-paying STEM fields. Get more information on SRI’s past work on measuring reform to support real-world learning and students with disabilities.

Projects

four teen students walking together

SRI’s evaluation of the California Academic Partnership Program’s Demonstration Partnership Project will look at the formation and progress of 11 partnerships that aim to establish seamless transitions for all students from high school to postsecondary and strengthen the quality of instruction...

adult students in computer classroom with teacher

SRI Education is investigating the role and efficacy of online learning technologies targeting basic literacy and math outcomes for low-skilled adults enrolled in adult basic education programs.

two engineers working together at a machine

SRI and partners are researching partnership models, approaches to instruction, tools, and a framework to inform future research into the mechanisms that lead to a learning college culture.

college student at a whiteboard drawing math equations in front of class

SRI is evaluating the progress of programs that aim to reverse the trend of declining enrollment in STEM programs at four Virginia colleges, and increase the diversity of STEM majors at each institution.

screenshot of 3D virtual environment

SRI is developing the next generation of online learning tools to meet the needs of a changing workforce.

college students at their graduation in caps and gowns

SRI provided formative evaluation services for this Gates Foundation effort to improve faculty instructional practice and thereby increase college graduation rates.

teenage students in a classroom

SRI studied programs across several states that offer college enrollment to high school-age students, and recommended improvements.

Products & Solutions

NTER platform screenshot

For the U.S. Department of Energy, SRI developed the NTER platform to meet the online training needs of a diverse 21st century workforce.

Press Releases

men in hard hats

SRI International will demonstrate the National Training and Education Resource (NTER), a web-based online learning platform for virtual job training, workforce development, and certification. NTER was envisioned by the Department of Energy and developed by SRI.

SRI In the News

high school students in a classroom

The article notes that according to the NLTS2 longitudinal study directed by SRI, many learning-disabled students do not actively seek out the supports they need to succeed in college.

At Aptos Middle School in San Francisco, Calif., social workers and researchers are working with students who have Post-traumatic Stress Disorder or similar trauma induced problems.

The U.S. Department of Energy today unveiled the National Training and Education Resource, a new open-source online-learning platform designed to facilitate technical training.

Publications

Community colleges and their industry partners need insight into how to coordinate their resources to address changing workforce training needs. This poster illustrates how to check progress in building partnership capital and updating instructional programming.

This presentation presents an overview of the architecture of problem-based learning (PBL) and a faculty perspective on how it provided support for classroom implementation of PBL in a STEM workforce course.

Workforce educators have a range of approaches for developing and updating instructional programs that meet the needs of employers and industry. SRI researchers are conducting case studies of how such partnerships are established and sustained.

Contextualized instruction involves developing activities that involve students in applying knowledge in real-world situations, working on teams, reflecting on what they learned through an activity, and involves teachers in coaching more, which requires more formative assessment.

This report examines how community college and industry experts rated a problem-based learning curriculum. The report indicates that industry experts and instructors diverge in their expectations about how "real-world," problem-based learning curriculum needs to be.

The Domain-Specific Assessment project developed a set of tools and assessment items that measure students’ capacity to apply knowledge rather than simply memorize vast amounts of it. An overview of the approach to the methodology is presented in this paper.

This presentation focuses on a scenario-based assessment to measure how well college students learn.

Less than 30 percent of students complete an associates degree, and 60-80 percent need developmental education. How do we change this?

This report documents the design and validation of a checklist intended to provide a consistent set of features that can be used to “tag” instructional materials so instructors can find and select them for their classrooms.

A poster presenting the team's research on how to make visible, by means of assessment, the important, foundational knowledge in domain areas.