In August, we shared part one of our interview with Dr. Bridget Burns, founding CEO of the University Innovation Alliance (UIA). In this discussion, Dr. Burns detailed how Georgia State University’s Accelerator Academy works to address high rates of Ds, Fs, and withdrawals in gateway courses, as well as how UIA is working to implement the program at its other member institutions. Ascendium is supporting this work as part of our investment priority to scale the widespread adoption of evidence-based practices that drive equitable student outcomes.
In part two of our interview, Dr. Burns shares why it’s the right time for this work and how UIA plans to share its findings with the field.
Q: Why are these institutions willing to commit resources to adapting elements of this model now?
Q: What other innovations or lessons learned from the COVID-19 health crisis are UIA institutions holding onto?
Q: What are UIA institutions learning from their students?
Q: How does UIA think about testing innovations and disseminating findings about what works to the broader network and field?
Q: How can we ensure learners from low-income backgrounds are centered in postsecondary education reforms?
A Texas Community College Initiative Aims to Advance Equity and Opportunity for English-Language Learners
The Texas Community College Education Initiative is spearheading efforts to empower English-language learners (ELLs) by bridging the gap between English as a Second Language programs and community college credentials. Through targeted interventions and resource development, this initiative aims to facilitate seamless transitions for ELLs into postsecondary education and workforce training programs, advancing equity and opportunity in Texas.
Ambitious Yet Vital: How Ohio is Preparing the STEM Workforce of Tomorrow
Ohio Strong Start in Science is a bid by the Ohio Department of Higher Education to address high failure rates in entry-level science courses and boost STEM workforce readiness. This initiative will revamp placement practices, curricula, and instruction in gateway biology and chemistry courses. By exploring corequisite redesign’s potential and sharing insights, this project has the potential to ensure equitable learning opportunities and inspire nationwide adoption