White Papers - DO NOT EDIT
http://hdl.handle.net/10106/11714
2024-03-29T14:08:32ZInterdisciplinary Collaboration for College Access and Success in an Age of Technological Innovation
http://hdl.handle.net/10106/11915
Interdisciplinary Collaboration for College Access and Success in an Age of Technological Innovation
Corwin, Zoë Blumberg; Tierney, William G.
As games and social media gain traction as viable tools for K-16 educators, the need for collaboration among educators, researchers and game designers grows. In this white paper, the authors undertake an analysis of the problems confronted and lessons learned by researchers involved in an interdisciplinary project aimed at increasing access to higher education through the design, piloting and implementation of a series of college access games. The games exist in card game and online formats and were developed by educational researchers, university-based game designers, assessment experts and high school students. Through the medium of games and online technology, the intervention aims to afford thousands of marginalized students access to quality college guidance and boost their motivation to advocate for their college needs. Although interdisciplinary research has gained currency over the last few decades, scholars have focused very little attention on the process of conducting such research. As more and more research projects and practical interventions involve technology, the need for interdisciplinary collaboration is increasing. The authors posit that cultural differences exist among disciplines and need to be addressed at the start, and throughout, a project. Reflecting on the interdisciplinary and collaborative approach of the game project offers an opportunity to analyze how the process and products of interdisciplinary collaboration might be utilized to improve college access and completion for low-income youth and better equip K-16 institutions with the tools to engage students in relevant and effective ways.
2012-08-15T00:00:00ZEducation is a Social Process: Repairing the P-16 Pipeline for Hispanic Youth One Relationship at a Time
http://hdl.handle.net/10106/11914
Education is a Social Process: Repairing the P-16 Pipeline for Hispanic Youth One Relationship at a Time
Ryan, Sarah M.; Ream, Robert K.
Even as Latino college enrollment and graduation rates are at an all time high, the fact that Latino students have continued to lose ground to their non-Latino White and Black peers in four-year college enrollment and bachelor's degree attainment constitutes a critical policy issue (Bowen, Chingos, & McPherson, 2009; Tienda, 2009). Filling in the missing pieces of this Hispanic college puzzle (Alon, Domina, & Tienda, 2010; Tienda, 2011) will be essential to realize the potential "demographic dividend" embedded in the diverse youth population that will enter the U.S. workforce in the next two decades (Tienda & Alon, 2007; Tienda & Mitchell, 2006). As a predominantly White generation of baby boomers continues to settle into retirement, ensuring that the youth who replace them in the labor market and civil society—a significant proportion of whom will be Latino—have the educational credentials to do so must become a national priority. The educational success of Latino students can no longer be considered simply a Latino issue (Latino Policy Forum, 2012).
2013-01-01T00:00:00ZWhen “College for All” Results in Students’ Unrealized Expectations: Analysis for K-16 Policy and Practice
http://hdl.handle.net/10106/11725
When “College for All” Results in Students’ Unrealized Expectations: Analysis for K-16 Policy and Practice
Seifert, Tricia A.; Wells, Ryan S.; Saunders, Daniel B.; Gopaul, Bryan
This white paper discusses College for All (CFA), a perspective that sees increased college attendance as a desired outcome for individuals and society.
2012-01-01T00:00:00Z