Responding to COVID-19: Contextual, Pedagogical, and Experiential Considerations from Canadian Northern Postsecondary Educators

The COVID-19 pandemic forced the closure of face-to-face classes in a northern Canadian college in March 2020. Educators and staff went into rapid response mode to continue teaching and supporting students from a distance. Critical reflections were written by the authors to summarize their responses to teaching and learning during the early phases of the pandemic. These reflections were themed, considered individually and collectively, then analyzed and synthesized. In this paper, critical reflection is used as an educational process within the context of critical constructivism and transformative paradigms. We share how teaching during the pandemic solidified our commitment to students and cemented our critical pedagogy by thinking and acting critically to assist students with this disruption in their education. Equipped with these capabilities, educators are empowered to work with students to problem solve and transform our educative lives for a just society. An inter-professional opportunity across programs, spurred by the pandemic, meets organizational strategic directions and fosters a promising relationality. Increased territorial and local technological supports and internal professional development is needed to solidify the immense prospects for distance education as the College transitions to a polytechnic university.

Entering the Skilled Technical Workforce After College

This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.

Strategies for Successful College Transitions for High School Students in Urban Schools

Students in the U.S. are underachieving in math and reading, which negatively affects transitions to postsecondary education (NAEP, 2015). Research shows that students exposure to college coursework in high school can increase academic outcomes for students and lead to successful transitions to college. However, many studies promote the use of early college programs that foster college readiness, without considering schools that may not be equipped to provide those opportunities for students. This article offers insight about the lack of college readiness for students, specifically students that attend urban schools, and the role that high schools play in combating these limitations. This article concludes with recommendations on ways to creatively immerse students from urban schools with college experiences.

“Living in the Along”: Validating Experiences Among Urban Community College Students in a College Transition Program

Objective: Despite significant attention from federal and state policy makers, postsecondary completion rates in the United States remain stratified across race and socioeconomic background. This study examines a community-based college readiness program for underrepresented students from low-resource neighborhoods in Chicago, Illinois. Method: This qualitative study utilized validation theory to consider the experiences of program participants. During the Summer of 2014, I collected data through six focus groups with participants who successfully completed the college readiness program between 2010 and 2014. Results: Aligning with phrases from Chicago poet and activist Gwendolyn Brooks, I describe major themes that reflect the validating experiences of program participants. Overall, participants indicate that program experiences affirmed existing motivations that drive postsecondary aspirations and persistence. Participants felt most when their existing strengths were consistently recognized as an important factor for college transitions. Contributions: Findings offers further evidence for the critical role of validation in supporting the postsecondary pursuits among students from underrepresented backgrounds. Participant insights also offer critical observations about unintended consequences when successful programs grow rapidly to satisfy external constituents.