Title

The Politics of Access: Comparing National Strategies to Widen Access in the U.K. and U.S.

Presenter

Graeme Atherton

Organization

Aimhigher Central London Partnership

Country Focus

United Kingdom, United States

Abstract

This paper will seek to identify generic principles and challenges in developing and implementing national change strategies to increase access to higher education amongst under-represented groups. In particular it will place these issues in their wider theoretical perspective. It will do this by comparing the Aimhigher project in England with the TRIO organisation in the U.S. The Aimhigher project, which began only in 2001, is a partnership project of schools, post-16 “further education” colleges and universities organized in geographical clusters across England and working primarily with learners under the age of 18. TRIO began in the late 1960s and focuses on universities working together to deliver a much wider range of supplementary support for a much wider age range of students. While it is in place across the U.S., it is not state-led in the same way as the U.K. project, and does not have the same universal geographical coverage. Each approach has very differing histories, is structured differently and works in contrasting contexts. However, despite these differences the aims and methods of each project are similar as are the challenges they face. The paper will begin by placing the increasing access challenge in the wider context of public policy theory. It will then lay out the experiences of each country, looking especially at the interactions between government, those responsible for delivering policy outside of government and educational institutions/organisations – in particular higher education institutions. This will be followed by examples of how the practices adopted ‘on the ground’ are often similar. The paper will then consider how policy and practice in each country can be understood in theoretical context. Finally, it will argue in development national change strategies must pay reference to the incentive structures of a range of stakeholders and cannot be implemented in isolation. In implementation the political nature of the widening access is fundamental and must be factored into the decision-making and behaviour of practitioners. This paper, by looking comparatively and by focusing on generic principles understood in theoretical context, will contain ideas that are highly transferable to other countries.

Title

Collaborations and Partnerships: Putting ‘Community’ Back into Community College

Presenters

Ian Smith, Sabra Desai

Organization

Humber College

Country Focus

Canada

Abstract

Humber Institute of Technology and Advanced Learning is located in the North West end of Toronto, an area generally referred to as Rexdale (Ward 1). Rexdale is also home to 63,000 residents and is an area that is identified as one of the high priority regions by the local government of Toronto since it compares poorly with other municipal wards with reference to several indicators. For instance, while 27.2% of Toronto residents aged 20 and over have a bachelor’s degree or higher, only 12.8% of Rexdale residents have a bachelor’s degree or higher. With respect to income levels, in Ward 1 reported average household income is $53,800 compared to $69,000 as an average household income for Toronto.
Rexdale has become home to a growing number of multi-ethnic and multi-lingual immigrants and refugees from various regions in the world. It is in many ways a vibrant working class community but plagued with problems of low income, underemployment, unemployment, low educational attainment, drugs, gangs and violence. The following excerpt from a letter to the Toronto Star provides a poignant glimpse into the current situation of desperation, in Rexdale:
Let me give you an idea of our existence. Our teachers (in secondary school) were burned out. Most of them were as desperate to leave the area at the end of the day as we were, but they could. Our schools were under-funded and neglected. If we learned anything, it was that we had no value in our country’s eyes. Some of us were brilliant. Some of us were athletic. Some of us were funny. We were all individuals with something to offer. But we saw our parents stuck in Rexdale. We saw our older brothers and sisters resort to violence to survive. We saw the police target us. (“You try living in Rexdale,” 2000)

The call for action has been amplified by the reality that students from marginalized and particularly racialized communities in the educational system continue to fail and drop out. Education is without a doubt a crucial player in addressing the community’s needs in a sustainable way. Community-based agencies like Rexdale Microskills, Pathways to Education and the YMCA, to name a few, have partnered with Humber College to deliver vital educational programs for the Rexdale community. The need for action is also clear to parents. For example, a group of parents from the Rexdale area formed the Jamestown Coalition, and approached Humber College to assist the coalition to build a brighter future for their children. Based on their needs and hopes for their children, Humber developed the Capacity Building Program which has since evolved and become a vehicle to not only make post-secondary education accessible to adults who had very little or no hope of enrolling in college but also to help community-based organizations provide educational programming for hard-to-reach students in a sustainable manner and to help enhance learner motivation and the overall schooling experience.

In our paper, we hope to describe the reasons behind Humber College’s Capacity Building Program and how this initiative has evolved to help enhance the sustainability of community-based organizations working hard to address disenfranchisement, disadvantage, marginalization and inequities to education. Aligned with the college’s mission, values and priorities as well as the City’s Social Development Strategy, Humber College is putting “community” back into community college education through creative collaborations and partnerships. Striking a balance between creating a learner-centred innovative environment and meeting the needs of the marketplace to build healthy, safe and sustainable communities is integral to Humber College’s vision for the 21st century knowledge-based economy.

Title

Keeping Their Eye on the Prize: Career Development Tools that Increase Retention and Engagement

Presenters

Roberto Figueroa; Nathalie Martin

Organization

Enjeux Carriere Inc. Career Development Services

Country Focus

Canada, United States

Abstract

Come learn how several community colleges in Canada and the U.S. are using innovative career development tools as catalysts to increase the power of student services to improve student retention and engagement. These tools provide a practical framework for counsellors, teachers, advisors and parents to help students make solid career decisions.

The CARISM® tools were initially introduced by the Heinz Endowments (a leading foundation in the U.S.) to community colleges in southwestern Pennsylvania in 2005. These tools were identified as advancing the foundation’s goal of developing a regional competitive advantage in human capital. The goal was to increase the total amount of career development occurring in the region, given that there are too few career counsellors to work one-on-one with community college students. After 15 months of testing, the tools were shown to increase student retention in community colleges.

These tools are used in a variety of student success programs including: orientation week, classroom career-related projects, career planning and career success skills courses, student workshops, counselling sessions, and open-ended group work such as Pizza & Career Talk. These programs focus on a wide range of students including: first-generation, adult workers, single parents, low-income and the developmentally challenged.
We will introduce the CARISM® tools and their current uses in a variety of community colleges, describing current practices and research results. Discussion will focus on student outcomes, and the results of student surveys from those who participated in different activities will be distributed. Survey research will be presented from one project comparing outcomes from students using CARISM® tools vs. students who did not participate in the program. This research shows how the tools make a major difference in the lives of students, increasing their motivation to complete studies, getting them to establish clear career goals, and helping them tap into their sense of contributing to their communities.
This session will interest Deans of student services and student success, Directors of career services, foundation officers, counsellors and advisors concerned about student retention and motivating students toward realistic career goals.

Title

We’re Stronger: A Collaborative Approach by Irish Universities to Widening Access to Higher Education

Presenters

Aine Galvin, Fiona Sweeney, Grace Edge

Organizations

Irish Universities Association; University College Dublin; Trinity College

Country Focus

Ireland

Abstract

The Irish economy has been the fastest growing and arguably the most successful in Europe over the past decade. This success, in no small part, has been driven by strong inward investment by high-tech multinational corporations and the availability of a highly educated, expanding workforce. Ireland has a relatively recent history of “mass” higher education. Access, however, has been unevenly distributed across the socio-economic groups, with less than two per cent of students in the elite universities coming from the Semi & Unskilled Manual Workers groups in the early nineties. Under-performance in secondary education and poor rates of progression to higher education by students from working class backgrounds, are the two principal factors effecting participation by these groups.

In the absence of a national strategy to address this issue, the Irish universities sought local solutions to the problem within their own institutions. During the late nineties Access Programs evolved (from the bottom-up) within each of the seven universities in partnership with disadvantaged schools and communities. These programs now offer a continuum of support from school to university graduation, with key elements including:

• Raising aspirations
• Provision of information/guidance
• Supplementary admission schemes
• Supporting transition & success in HE.

The focus of this paper is on the Higher Education Access Route (HEAR) – a supplementary admission mechanism developed collaboratively by seven Irish higher education institutions (HEIs), which resulted in a 500% increase in participation by the target groups over a five-year period (2000-2005). HEAR is essentially an affirmative action project. Places are reserved across the HEIs for under-represented groups and applicants are not required to meet the competitive academic standards to be considered eligible for entry. The students’ performance in secondary school is considered in the context of their background and opportunities to succeed to date. Extraordinary success stories highlighting the positive impact of HEAR have been recorded at many different levels, including testimonies from individual students, whole school transformation and fundamental change in the student intake into some professional faculties.

Notwithstanding the success of HEAR to date, moves are now afoot to reform the scheme. The universities are exploring the potential of integrating the current “supplementary” entry mechanism into the mainstream (national) admissions system. Expected outcomes of this project include implementation of nationally agreed indicators of disadvantage; high quality data management and reporting; and the integration/mainstreaming of “access-admission” procedures and policies into other national systems.

Title

Indigenous Institutions for a Booming Economy

Presenter

Lu Ann Hill

Organization

Aboriginal Institutes’ Consortium

Country Focus

Canada

Abstract

Indigenous Institutions are critical to ensuring Indigenous contributions to and benefits from economic growth in Canada. Indigenous post-secondary institutions in Canada have mastered processes to attract, retain and facilitate the success of Indigenous learners in post-secondary education and are a key contributor to addressing the education achievement gap between Indigenous people and Canadians.

Indigenous institutions were created to address the specific and unique needs of Indigenous learners and as such, have increased access to post-secondary education and training for learners across Canada. It is important to remember that legislative barriers to post-secondary education were in place until 1951. The first Indigenous institution emerged in 1971, starting a movement across the country which has led to demonstrated success in addressing the advanced education and training needs of Indigenous peoples.

This presentation will provide an introduction to Indigenous institutions in Ontario and other jurisdictions in Canada. It will unveil successful strategies and practices designed and developed by Indigenous institutions that have resulted in increasing the talent pool of a well trained and educated work force.

This presentation will provide an overview of the challenges facing Indigenous institutions, as well as an examination of the current policy restrictions that pose unnecessary limitations on the stability, growth and capacity development of Indigenous institutions. In closing, a shift in policy will be proposed to alleviate barriers and restrictions to achieving greater success as experienced by Indigenous institutions.

At a time when Canada is challenged with having the human resources for a skilled and educated workforce, the success of Indigenous institutions is the catalyst that can prepare Aboriginal youth (the fastest growing demographic in Canada) to fulfill some of those labour market shortages. The Government of Canada can be a positive change agent! The Government of Canada has a great opportunity to advance the potential of Indigenous institutions to support a booming economy.

Title

Presenters

Organization

Country Focus

Abstract

Laurentian University offers undergraduate and graduate programs to residents of Northeastern Ontario and beyond. Laurentian is dedicated to accessibility and excellent academic programming, teaching and research and is one of only two bilingual universities in Canada (French and English), and one of a few institutions with a tricultural mandate (Native, French, and English). Laurentian attracts large numbers of students from under‑represented groups and the student population consists of a considerable number of first-generation students as well as mature and place-bound lifelong learners from northern and rural communities.

The presentation will focus on several of these groups. After presenting the general demographic characteristics of its natural catchment area, the presentation will describe the importance and characteristics of its native, francophone, and first-generation student populations. It will contrast these characteristics to those of students at other Ontario institutions, and explain why Laurentian is at the forefront of recruiting and educating under-represented groups.

The presentation will describe Laurentian’s initiatives and interventions that address native, francophone, and first-generation students more specifically. For example, Laurentian has (1) increased the number of undergraduate programs inclusive of aboriginal perspectives and contributions, (2) hired more aboriginal staff in programs and service areas, (3) created a First-Year Experience Office to provide support to students at-risk academically, (4) created a mentoring program for students having difficulty after one or two years of study at Laurentian, (5) provided enhanced financial aid advice, engaged faculty in helping students transition to the university and improve their overall educational experience.

The presentation will outline preliminary survey data that describe student engagement separately for under-represented and for other types of students. We will summarize Laurentian’s current efforts to research, track and improve academic outcomes for selected under-represented groups.

Title

Widening Access to Leading Universities: How College Preparatory Programs in Four Countries Achieve the Goal

Presenters

Catherine Millett; Michael Nettles

Organization

Educational Testing Service

Country Focus

United States; Ireland; United Kingdom; South Africa

Abstract

In the 21st century, an important shift in the participation and equity discussion is from increasing access to a university education (the quantity issue) to increasing access to an education at particular universities (the quality issue). For example, it is commonly agreed that earning a degree from Harvard (USA), Oxford (GBR), Trinity College (IRL) or Witwatersrand (RSA) carries lifelong advantages (higher earnings, better job opportunities or entry into social networks). Schools, universities, and philanthropic organizations in four countries are working to widen participation in tertiary education at leading universities to historically under-represented secondary school students (racial/ethnic minorities, immigrants, low-income, first-generation, or from disadvantaged areas with poor school systems). The Goldman Sachs Foundation’s (GSF) Developing High-Potential Youth (DHPY) program supports organizations that are working to redress this situation in the U.S., Ireland, England and South Africa. Each DHPY organization develops and implements a university preparatory program tailored to their students’ academic and social needs. No two programs are the same. The proposed session will provide an overview of the different programs’ activities and the current results of the program evaluation.

From a program evaluation perspective the guiding questions are (1) what are the most effective means to reach the end goal of acceptance to a leading university? and (2) how can we show that students would not have attended these universities in the absence of the DHPY program opportunity? Descriptive analyses will be presented to report and describe personal characteristics and backgrounds, students’ and parents’ reports of their experiences with the programs, academic achievements, personal successes and university enrolments. When available, national benchmark and comparison group data will also be provided. To date over 3,000 students have participated. For those students who have reached the admission stage, 75% have enrolled at leading universities. The session will also highlight GSF’s work to enhance each organization’s operating capacity.

Developing high-potential youth is a matter of international importance. In today’s intertwined global economy the workforce is international. The talents and abilities of individuals from many different backgrounds may contribute to fostering the next phase of economic, political, social and artistic development.

Title

Tackling Educational Disadvantage to Higher Education in Ireland: The “Push/Pull Principle”

Presenter

Ann O’Brien

Organization

National University of Ireland, Maynooth

Country Focus

Ireland

Abstract

This paper will trace the development of policy in Ireland from the mid 1990’s on widening participation for under-represented groups with a focus on those from socio-economically disadvantaged backgrounds, mature students and those with a disability. It looks at the historical, political and social developments that led to the initiatives in Ireland and traces the research that has informed the development of these access initiatives.

It will highlight the initiatives that evolved as a result of the policy developments, the institutional policies and practices, the partnerships and strategic alliances that have emerged and the tension between current policy development and operational practice. These new initiatives have attempted to impact on internal audiences within institutions around issues of power, culture, diversity, teaching and learning styles and class. A key group of players are Access/Equity personnel who may be the ones best poised to trigger the debate and to spearhead change. Partnerships and dialogue therefore are crucial not solely for the promotion of equity within institutions and lecture theatres but for the development of effective equality policies at the local and national level.

The paper will also examine developments in the field of access in the U.K. and USA with a view to a comparative analysis of progress in the field of widening participation in Ireland over the past two decades.

Title

Developing Curriculum Through the Integration of Aboriginal Culture with Educational Theory and Practice

Presenters

Mike Stuhldreier, Marti Ford

Organization

Red River College

Country Focus

Canada

Abstract

Aboriginal peoples’ share of Canada’s total population is on the rise. In 2001, a total of 976,305 persons identified themselves as a member of an Aboriginal group. This count was 22.2% higher than the 1996 figure of 799,010. In contrast, the non-Aboriginal population grew only 3.4% between 1996 and 2001.

For education at the post-secondary level to meet the needs of Canada’s Aboriginal learners, it needs to be holistic in nature and developed in a manner that moves beyond mere tokenism and is culturally respectful. The post-secondary education culture does not reflect Aboriginal perspectives, traditions, values, nor the diversity of Aboriginal communities and the differences in learning styles of Aboriginal students. Culturally appropriate education, while not a panacea, is one approach that could help alleviate these barriers.

We propose a model for curriculum development that incorporates accepted educational theory and practice within an Aboriginal worldview. This model integrates Bloom’s Taxonomy within the Medicine Wheel, providing a framework for the development of post-secondary curriculum in a culturally appropriate manner, while remaining grounded in sound educational theory and practice. Furthermore, this integration of theory with Aboriginal culture and ways of knowing provides curriculum and content developers with a strong foundation for viewing the teaching and learning process in a holistic manner, which is consistent with the worldview of many Indigenous peoples in Canada, North America, and around the world.

This paper will present our model for using the Medicine Wheel as a curriculum
framework, a model developed in consultation with Red River College’s Elders in
Residence. By taking an active role in designing culturally appropriate curriculum, post-secondary institutions can help facilitate a smoother transition to higher education for Canada’s Aboriginal population by ensuring that the inclusion of culture is accomplished during the design and development (or re-development) of programming, and not layered on top of existing programming. Finally, this paper will demonstrate that the proposed model will not only benefit Aboriginal students, but all students entering higher education because it focuses on developing the whole person and not just one’s cognitive abilities.

Title

Urban Campus Partnership: An Innovative Model for Enhancing Access to Post-Secondary Education that is Evolving in the Heart of Downtown Calgary

Presenters

Anna Kae Todd, Carol Stewart, Greg McKenzie

Organizations

Bow Valley College; University of Calgary; Calgary Board of Education

Country Focus

Canada

Abstract

The Urban Campus Partnership (UCP) is a direct response to the Alberta government's call to action for institutions to find new ways to create capacity and work more collaboratively in providing educational opportunities. It is a comprehensive and innovative approach to dealing with long-standing issues of engagement, capacity, high school completion rates, participation rates in post-secondary education, and in creating both career-long and life-long learning opportunities that ultimately sustain our province and our quality of life.

This presentation will focus primarily on the aspects of the UCP that will serve and increase access for under-represented learners. This educational objective is driven by both economic and social imperatives to help promote social cohesion and shape a more equitable society. Research shows that even in countries with high post-secondary participation, that participation and access is not equitable across all segments of society. Under-represented groups in Calgary’s post-secondary landscape include recent immigrants, Aboriginal Peoples, low-income and first-generation families, and under-employed individuals. Though financial barriers may be a key obstacle to access, other barriers may have linguistic, cultural and social dimensions.

Location, location, location! By seeing an expedient and economically efficient opportunity for co-locating institutions, programs and resources in the midst of new development in downtown Calgary, UCP partners are working with the City of Calgary and the Government of Alberta to fund and develop a new, multi-institutional campus envisioned to offer a unique blend of experiential, community service and non-traditional forms of learning.

By working together, the programs and courses offered by the Urban Campus partners will take into account different ages or life stages, academic backgrounds and skills of the potential learners, all from a shared campus. The Urban Campus learning precinct will serve over 15,000 students from the various partner institutions involved. The Urban Campus is first and foremost about students, and the places they will live, work, play, and learn. And core to this vision for serving students is the intention and ability to enhance access and serve the needs of currently under-represented learners.

The Urban Campus presents an unprecedented opportunity that not only transforms programs and the delivery of education to, for and with the community, it provides opportunities to transform each institution participating in the Urban Campus Partnership.

Title

Engagement and Empowerment: Openings for Preogression into Higher Education in Urban and Rural Scotland - 2 case studies

Presenters

Lindsay Ann Hewitt

Organizations

Opening University of Scotland

Country Focus

Scotland

Abstract

While the participation rate in higher education in Scotland is around 50%, there is still not equal access across low-income groups, or students experiencing multiple deprivation. In particular, a total of only 14.2% of students studying undergraduate courses across colleges and higher education institutions come from the lowest quintile of deprived areas.

This presentation from The Open University in Scotland –which specialises in distance learning - highlights a transferable model for including first-generation students from under-represented groups into higher education.

i) Openings for Progression: working in partnership with community organizations to develop a sustainable and flexible model for recruitment, retention and progression of students into further and higher education in rural areas in Scotland.
ii) Openings for EAL Speakers: working in partnership with Bridges Programmes (Glasgow) to present Openings courses to refugees interested in studying at a higher level of education.
This session will examine:

• the extent to which studentship skills, obtained within community learning and outreach, combine with life and work experience to provide a platform for success in undergraduate study
• the complexity of the learning paths that adult learners pursue en route to a degree
• an understanding of the affective dimension of transition
• demonstrate pathways for progression from access study to college and university in specific target areas through outreach and transition-related policy and practice.

Title

CCTI – A National Initiative That Works in the U.S. to Ease Student Transitions

Presenter

Laurance (Larry) Warford - replaced by Jean Petty

Organizations

League for Innovation in the Community College

Country Focus

United States

Abstract

The College and Career Transitions Initiative (CCTI) is a ground-breaking, five-year project initiated in 2001 with funding from the U.S. Department of Education, Office of Vocational and Adult Education. The initiative is administered by the League for Innovation in the Community College, an international organization working toward the advancement of community colleges. Designed to create partnerships among high schools, community colleges, four-year colleges and universities and businesses, the project focuses on the development of career pathways (programs of study). In these pathways, students participate in sequenced rigorous academic and career-technical courses, along with other educational experiences, starting in the ninth grade and culminating with a certificate, associate degree, or more advanced degree. The pathways are designed to lead to high-demand, high-wage jobs in the regional labour market.

The purpose of CCTI is to strengthen the role of the community college in easing student transitions between secondary and post-secondary education as well as the transition to employment, and to improve academic performance at both the secondary and post-secondary levels. To fulfill this purpose, 15 community colleges were chosen through a competitive process to develop partnerships and create pathways and programs that would serve as a model to others in five occupational areas.

Each participating college and their partners developed a series of strategies to address the five CCTI objectives:

1. to decrease need for remediation at the post-secondary level
2. to increase enrolment and persistence in post-secondary education
3. to increase academic and skill achievement at both levels
4. to increase attainment of post-secondary degrees, certificates or other recognized credentials
5. to increase entry into employment or further education.

Success over the first four years of the initiative has exceeded expectations. Collaboration across educational systems and with business has resulted in reducing the need for post-secondary remediation by over 50% while doubling the rate of students entering and persisting in college. Students, parents, counsellors and faculty members praise the unique CCTI template and now national sample templates have been developed for all 81 career pathways.

National legislation now requires the development of career pathways and many states have adopted the CCTI template for use in their state.

Title

Spanning the Gaps to Post-Secondary Education (PSE): First Chances, Second Chances, Retention and Success

Presenter

Rona Abramovitch; O'Neil Edwards

Organization

Ryerson University

Country Focus

Canada

Abstract

Based on the belief that education is critical for life chances and success Ryerson University is committed to using our resources, in partnership with schools, school boards, community agencies and others to increase the post-secondary participation and success of marginalized youth and adults who might not otherwise interact with or experience PSE.

We are engaged in initiatives involving outreach to marginalized high school students and youth involved in community-based programs, attempting to scaffold the educational experience of youth still engaged in their “first chance.” The goal is to change their “culture of expectation” about completing high school and thinking about going on to some form of PSE, and then to help them achieve their academic goals. In all cases, activities (mentoring, tutoring, customized tours, panels, etc.) are led by Ryerson students whose backgrounds are similar to those of the youth.

Many adults lack the credentials to enter PSE programs because they haven’t completed high school, have been out of school for a prolonged period of time and may have had quite negative educational experiences. They may have very little money and limited time to do anything other than work to pay their current living expenses. We are creating a series of access points to enable some of these individuals to acquire the skills they need and then to demonstrate that they can be successful “second chance” Ryerson students. We will also be providing educational advice and assistance for those for whom our programs are not the best fit.

For those marginalized or under-represented students who enrol at Ryerson, we offer our Tri-Mentoring Program which facilitates personal growth, leadership development, academic achievement and career success, with a particular focus on students who are the first in their family to attend university, new Canadians, and those from culturally and linguistically diverse communities.

This paper will describe our framework for scaffolding first chances, creating second chances, and increasing retention and success. It will focus on specific initiatives and their impact on both students and the institution; and on the importance of building community-based partnerships in order to do the work effectively.

Title

Beyond Social Responsibility and Good Will - the business case for student diversity and success

Presenters

Kath Bridger; Jenny Shaw - replaced by Ivan Reid

Organizations

Kath Bridger Consulting Ltd.; University of Hull

Country Focus

United Kingdom

Abstract

Maggie Woodrow wrote:

“…whatever widening participation strategies are used by HEI's, they will make little progress towards social inclusion unless they can effectively challenge traditional approaches to admissions and to the conventional culture of higher education” (Woodrow, 2000).

Challenging “conventional culture” is at the heart of an inclusive approach. It entails a critical examination of institutional policies and practices and a questioning of underlying assumptions. For higher education institutions (HEIs) this may mean questioning whether the status quo assumes students will have characteristics or backgrounds that are not directly linked to their intellectual potential.

The implications within HEIs are far reaching in respect of policy, strategy and practice, particularly pedagogy and student support. A shift in thinking is required in order to manage the growing diversity of the students across the higher education sector if under-represented groups are not to be disadvantaged or marginalised within the system. A new approach is required going beyond current understandings of widening participation and student diversity to consider how diverse student populations can be welcomed, valued and perceived as contributing to the core business of HEIs. We argue that an inclusive approach across all areas of an institution’s operation and delivery makes good business sense.

At the heart of this business case is the notion of student success - ensuring recruitment is balanced by considerations of matching the students to the best program of study, providing a curriculum that promotes success for all students, offering universal services that meet the needs of all with specialist services on an individual level, and above all recognising and building on the benefits of a diverse student body for the student experience itself.

This approach is applicable internationally, as it recognises that one size does not fit all. Given that higher education institutions are different in their history, mission, location, market position and national policy context, any approach to embedding widening participation and student diversity needs to take account of these factors. A business case approach provides a framework for institutions to respond to their own context and priorities whilst developing an inclusive approach to student success.

Title

Integrated Curriculum Approaches for Under-Prepared Students: A Comprehensive Program for Access and Success

Presenters

Harry Prats, Victoria Appatova

Organization

University of Cincinnati

Country Focus

United States

Abstract

Engaging under-prepared students in higher education does not only mean providing access for them to academia, but also requires an efficient system of intensive scaffolding of their learning after they enter universities and colleges. The undergraduate program for developmental students has existed for more than 20 years at the University of Cincinnati, USA, and involved largely disadvantaged and under-represented groups in society, as well as groups with special educational needs such as first-generation students, disabled students, foreign and international students, “generation 1.5” students, etc. This session will examine dynamics of various curriculum approaches that have worked successfully for all groups of under-prepared students.

A special focus will be given to integrating reading courses with other content area classes that are offered as part of the intensive program for under-prepared students’ literacy development. This study will present results of two decades of teaching Effective Reading paired with various disciplines such as psychology, art history, criminal justice, sociology, introduction to business, economics and mathematics.

Research on the effectiveness of linked courses has demonstrated better student academic results, retention, involvement, motivation, and intellectual development; faculty outcomes include expanded repertoire of teaching approaches, revised course content, and new scholarly interests.

A discussion will be facilitated on the following topics:
pedagogy of linked courses: the presenters will share sample teaching materials with the audience, give practical advice and encourage the audience’s discussion;
assessment of the effectiveness of linked courses: the audience will be asked to reflect on the assessment approaches and data demonstrated in the presentation and suggest other measures to assess the effectiveness of integrated curriculum.

Title

Finding the Courage to Denounce and Announce – An International Indigenous Perspective on Education Development

Presenter

Kym Hamilton

Organization

Ngati Kahungunu Iwi Inc

Country Focus

New Zealand

Abstract

An informal paper, titled NGO - friend or foe, stated that almost any government agency or service acts as an agent for stability or continuity with a tendency to block or at least slow down change, whereas the voluntary sector exists to bring about change – in individuals and in society. This paper also highlighted a list of the common perceptions that both parties often have about one another and the tensions, difficulties and rewards in working together.

Our challenge is to make sure that in negotiating government contracts we are working from our principles and are vigilant in ensuring that the work that we are undertaking primarily serves our members, our people. If our work serves both the government and the iwi (tribal) goals then we are justified in seeking government funding. It is not our job to do the work of government, but rather to achieve what they cannot.

To know about the major Indigenous education achievements from our Maori language early childhood movement and what this has done for our mothers, grandmothers, and families and how they participate in education.
To hear about the major influence of tribal and Maori tertiary education on the participation of tribal members in tertiary education.
To learn about a tribal NGO experience of working with government.
To hear about the role of families and tribal relationships in bringing about action for change.
To learn of our aspirations for the future and for our tribe.
To receive copies of our tribal education plan, our strategic plan and our language revitalisation plan.

Title

Participating and Persisting: An Exploration of Factors Influencing Rural Students’ Transition to Post-Secondary Education

Presenters

Dale Kirby, Dennis Sharpe

Organization

Memorial University of Newfoundland

Country Focus

Canada

Abstract

In the Canadian province of Newfoundland and Labrador, approximately 60% of the population resides in rural areas. This paper reports on the results of two recent studies of rural students’ transition to post-secondary education in Newfoundland and Labrador, with an emphasis on comparing the post-secondary education decisions and experiences of “first-generation” with “legacy-generation” students.

The first study examined the post-secondary education plans of secondary school students from rural communities. While college-choice studies have shown that students’ post-secondary education decisions are impacted by a variety of factors (such as academic ability, educational attainment and expectations of parents, race and ethnicity, socio-economic status), the existing research literature provides few details about how rural students consider and select their post-graduation destination. The results of a survey of 1,169 rural students revealed significant differences between first-generation and legacy-generation rural students, including their family structure, participation in after school activities, high school academic achievement, post-secondary education plans, and sources of funds for post-secondary education.

The second study, which utilized a survey of 281 first-year undergraduate students, was designed to examine the first-year university transition experiences of students from rural communities, and to explore the characteristics that contribute to the persistence of this population of students. Research has shown that rural students are less likely than their urban contemporaries to attend university and that the transition experiences of rural students are qualitatively different from those of their urban counterparts. While a number of research studies have investigated the transition of students from secondary school to university-level studies, few of these have specifically examined the factors that facilitate rural students’ persistence in university studies. Following Tinto’s Student Integration Model and Nora and Cabrera’s Student Adjustment Model, this study focuses on the relationships among demographic characteristics, pre-university characteristics, university-related experiences and student outcomes after the first year.

The results of these two studies are highly relevant to secondary schools and post-secondary institutions, as well as rural students themselves and their families, and are generalizeable to other jurisdictions with comparable rural populations. Taken together, these findings are noteworthy considering that declining rural populations will result in a decline in the school-aged population in rural communities and, consequently, in the important age 18 to 21 post-secondary feeder cohort.

Title

Enhancing College Access for Poor Minority Students: A Perspective from a Leading American Research University

Presenters

Bernard Oliver; Diane Archer-Banks; Diana Melendez; Sophie Maxis; Jackie Basallo

Organization

University of Florida

Country Focus

United States

Abstract

Enhancing college access and awareness for poor under-represented students is a major challenge to institutions of higher education in the USA. The implementation of anti-affirmative action legislation that does not allow universities to take into account race and ethnicity in many states has greater exacerbated the struggle for enhancing educational equity for poor, first-generation, and minority students. The establishment of the University of Florida Alliance in several years has become one of the most unique and successful strategies to enhance college access for poor under-represented students. The UF Alliance works with six high poverty/low performing schools in the state of Florida by focusing on early college outreach/awareness; strategies to enhance parental engagement in education; professional development for teachers and administrators; training and modules for middle school students and parents; strategies to enhance 9th grade transition to high school; and retention and support initiatives for students once they are enrolled at the university. The most significant component of the UF Alliance is the annual awarding of 30 to 40 four-year scholarships for Alliance students to attend the University of Florida. Our results to date are impressive relative to the college retention rates and student involvement in “service learning” activities with the high poverty/low performing schools.

The purpose of the paper is to describe the activities of a major research university partnership with high poverty/low performing high schools that enhance college access and outreach, while at the same time providing support to those critical variables that are significantly related to college-going rates of minority children. Participants will have the opportunity to raise questions and learn about successful strategies that increase college enrolment of minority students at a tier one research university.

Title

The Real Game Series: Helping K-12 Students Choose Post-Secondary Programs as their Gateway to Success

Presenter

Phil Jarvis

Organization

National Life/Work Balance

Country Focus

Canada

Abstract

Five experiential career and life management learning programs for third to twelfth grade students offer engaging, fun scenarios in which students create virtual adult communities. They imagine and experience, through role-playing, their future lives and livelihoods. They buy homes and cars, settle into neighbourhoods, budget money and time, juggle work, learning, home and leisure, plan business travel and vacations, and deal with the unexpected. These games continuously link future adult realities with both current school subjects and experiences, and post-secondary learning pathways. Students discover, for themselves, why education is critical to success in all industry sectors, and in life.

Developed over 10 years through a not-for-profit partnership involving literally hundreds of career development experts across Canada, these programs have been adopted and adapted by national, provincial/state departments of education, and implemented in over 50,000 classrooms to date in Canada, the United States, the United Kingdom, France, Australia, New Zealand, The Netherlands, Germany and Ireland. They help over one million students annually visualize their personal journey to success in adulthood. Participants will play aspects of these programs, then explore ways primary, secondary and post-secondary educators can collaborate so more students, including those traditionally under-represented, see post-secondary programs as their gateway to success in career and life.

Title

From Scientific Knowledge to Action: Reflections on a Transfer of Knowledge Aimed at Encouraging Greater Participation in Postsecondary Studies

Presenters

Pierre Chenard, Geneviève Gourde, Amélie Groleau, Martin Ringuette.

Organizations

Université de Montréal, Université du Québec, Université du Québec à Montréal.

Country Focus

Canada

Abstract

The development of new strategies aimed at increasing participation rates in postsecondary studies involves, first, gaining knowledge about student (and non-student) pathways, and, secondly, the transfer of this accumulated knowledge to the decision-makers and stakeholders in the field. To achieve this, the knowledge must be transmitted, and above all integrated by competent policy-makers who will assimilate and translate it into concrete action. The crucial element necessary for transforming knowledge into action is its appropriation by the people working in the field, on behalf of and with students. This appropriation requires more than just the availability of knowledge. Indeed, it is not enough to simply disseminate information; policy-makers must be sensitized to the issues under study, and they must be involved in the consideration process that feeds the development of knowledge. What is more, tools and activities must be offered to them to aid in the transfer of knowledge – tools and activities appropriate to their actual situations, aimed at the integration and use of this knowledge.

Taking this premise as their departure point, the transfer team of the Transitions project develops and experiments with an operational model of knowledge transfer and exchange in the field of post-secondary education. On the one hand, in its “research” aspect, the Transitions project intends to put forward new knowledge in order to help gain a better understanding of the inequalities of access and persistence among post-secondary students in Canada. On the other hand, in its “transfer” aspect, the project aims to ensure that post-secondary teachers – the directors, professors, professionals in student services, etc. – appropriate the research results in order to transform them into innovative policies and practices, thereby encouraging access to and persistence in post-secondary studies.

Why and how would we establish a dynamic of transfer of knowledge in the context of research about student pathways? The transfer team of the Transitions project asks this question, and suggests avenues of reflection for exploring the positive aspects and the shortcomings of a process that is intended to influence the methods of collecting and using research in education.

Title

Canadian Student Pathways: An Interprovincial Comparison

Presenters

Pierre Doray, Sylvain Bourdon, Élise Comoé, Stéphane Moulin, Jake Murdoch, France Picard

Organizations

Université de Montréal, Université de Sherbrooke, Université du Québec à Montréal, Université Laval

Country Focus

Canada

Abstract

According to the Canadian constitution, education is a provincial jurisdiction. Thus, each province has developed its educational system according to its particular socio-historic dynamics. There are more than 10 “scholarly organizations” (which differ from each other to varying degrees) all of which aim to establish roles for various institutions: universities, colleges, technical institutes, community colleges, etc. – roles that are often different. Consequently, we may ask whether students orient themselves within the field of higher education in the same way from province to province. In other words, are student pathways the same from one province to another? Are the differences the result of each region’s scholarly organization, or are they because of social or personal differences among the students?

This paper is a first step towards gaining a better understanding of the social processes involved in student pathways, and it is necessary that this step be taken before any interventions are planned. Pathways are determined by the dynamic between the larger social structure and the social and cultural characteristics of individuals. Indeed, according to educational policies – but also according to personal characteristics, conditions at home (or family life), the family’s socio-economic situation, and the place of residence – young people will follow either a linear school career (without interruption, following the official structure), or a choppy one (a career that is interrupted by changes in program, returns to studies, time spent in the workplace…).

More precisely, this paper aims to describe pathways and to compare their importance in each province – a scope of research that has not been treated previously in Canada, where comparisons between provinces are few.

Title

Student Pathways and Territories: From Pedagogical Efficiency to the Inconsistencies of the System

Presenter

George Felouzis

Organizations

University of Geneva

Country Focus

France

Abstract

One of the strategies employed by the French higher education system to diversify the social recruitment of students has been to “territorialize” universities, a process which began in the early 1990s. Territorializing has consisted in opening institutions offering first- and second-year university courses in smaller cities in order to increase accessibility to higher education and elevate the success rates of students coming from socially disadvantaged environments (mainly working class and small business). This policy has been fruitful in that it has encouraged democratization of access to higher education. Still, it has also had consequences on the distribution of available programs of study, and as a result, beginning in the 1990s, questions have arisen about the consequences of this territorializing, specifically in terms of the effect of institutions. In fact, the question of institutional effect in universities is a key element of the most current investigations into higher education and equality of access to studies and degrees. In the new academic context, created by the increased autonomy of institutions, the establishment of the “L M D” reform, and the close links between institutions in a territory, we can raise questions about student pathways in relation to the resulting diversity of institutions, locations and conditions of study. Do the “new students” who are recruited from de-localized sites have the same chances of success as those enrolled in the “main” universities? In what ways are pathways determined by the place of study? Has the policy of creating de-localized sites truly encouraged the success of students who, up to this point, had been left out of higher education?

This paper will be based upon facts taken from the SISE file, which contains information on all the first-year students in a university course in Acquitaine in 1997. The file represents more than 11,800 students, whose pathways over a span of four years have been reconstructed. These findings have been the subject of a research report (reference included in the appendix).

The questions we will address concern both the effectiveness and the equity of university education. Not only from the point of view of the social and scholarly background of the students, or even their “living conditions,” but from the point of view of their place of study and their territory of integration. Inevitably, these questions will be followed by others about the effectiveness of the sub-systems created by each teaching site for a given discipline, as well as questions about the equality of chances of success, regardless of one’s place of enrolment and university.

Title

Strategies and Practices for Teaching Institutions Aimed at Increasing Accessibility to Higher Education and Success at Studies in Under-represented Groups.

Presenter

Gaële Goastellec

Organization

Université de Lausanne

Country Focus

United States, South Africa

Abstract

The increase in accessibility to higher education has long been associated with massification, and linked to the internal and external differentiation between institutions. Based on the report on the limited effects of massification upon equity of access for different social groups, new strategies and practices for equalization of access have emerged. Regarding national policies, we will demonstrate that the norms of access to higher education evolved from a “deserved inheritance” to a principle of formal equality, and finally to an objective of equal opportunity. Within this context, what are the strategies and practices that are employed by higher educational institutions, and how do we explain the diversity of institutional policies?

Research (both qualitative and quantitative) has been conducted in higher educational institutions in the United States and South Africa; and a collective research on national policies of access to higher education offers an international perspective. Based on these sources, this paper analyzes the development of practices aimed at equality of access from the point of view of the context of their development.

These practices are not developed in a uniform manner by institutions. On one hand, different courses of action coexist, and can be used separately or in conjunction by institutions (actions related to secondary schools, specific processes for admission, capping of registration fees, and financing of studies…). On the other hand, the target public for these institutional policies varies, depending on their situation in the national market of higher education, and on their interpretation of social inequalities. These practices are not developed by all the institutions together in a national system of higher education, but rather may be developed by certain individual universities or institutions for post-secondary studies (such as community colleges in the United States).

Drawing upon case studies, this paper seeks to understand the logic at work in certain institutions’ adoption of policies of compensation for inequalities of access. This is considered in terms of the production of an academic history, a context, organization and institutional positioning.

Title

The MIRES Program: An Innovative Preventative Strategy to Encourage Persistence in the Fields of Mathematics, Sciences and Technology.

Presenters

Simon Larose, Odette Garceau, Diane Cyrenne

Organizations

Université Laval, Cégep de Sainte-Foy, Collège Mérici

Country Focus

Canada

Abstract

The MIRES program (in English, Mentorship for Integration and Success of Students in the Sciences) contextualizes current knowledge about motivation and persistence in post-secondary education. It consists of a structured mentoring intervention program by peers whose primary objective is the reinforcement of feelings of competence, self-determination, commitment and belonging among students admitted to college level (or CEGEP) studies in mathematics, sciences and technology (MST). Their secondary objective is to ensure a greater rate of perseverance and a stronger next generation in these fields. MIRES involves the pairing of students just finishing a bachelor’s degree in sciences and engineering at university (the mentors) with newly admitted students in MST at the college level (the protégées). The mentors meet the protégées at least 16 times over the course of the first year of collegial studies in order to help them integrate and meet the demands of their programs of study, to reinforce their choice of study and career, and to develop a continuing culture of MST. Following these meetings, the protégées commit to articulating their goals and objectives to their mentors, sharing their concerns and participating conscientiously in the activities planned by the mentors. In addition, several scientific and educational visits are planned to laboratories, companies or industries as part of the MIRES program, as well as two lectures by professionals in the MST field. These activities are aimed at allowing the protégées to create their own relationships with members of the scientific community; to familiarize themselves with potential jobs in the fields of science and engineering, and health sciences; and to demystify the scientific profession and the people working in these fields. All the mentors recruited by MIRES undergo an initial, two-day training, followed by individual and small-group meetings throughout the school year. This training, given by an academic advisor and a guidance counselor, is directly inspired by a socio-motivational model for persistence in MST, and aims to develop mentors’ capacity to be sensitive to the problems of their protégées, to give constructive and informative feedback, to support their autonomy and reinforce their feelings of competence within the discipline. An evaluation of the impact of the MIRES program based on an experiment conducted with a control group suggests that this kind of intervention plays an important role in the participants’ quality of life, helping to improve their motivation, their vocational maturity, their scientific knowledge, their adjustment to college, the relationships they have with their parents and teachers, as well as their rate of success and persistence in MST.

Title

Barriers to Participation in Post-secondary Studies Among the Adult Population in Quebec: Examples, Challenges, and Proposed Courses of Action

Presenter

Dominique Ollivier; Daniel Baril

Organization

Institut de cooperation pour l’education des adultes (ICEA)

Country Focus

Canada

Abstract

As the idea of lifelong learning becomes more widespread, adult education gains importance in public policy. In Quebec, the publication of a governmental policy on adult and continuing education testifies to this tendency. Factors such as an aging active population and a shortage of skilled labourers make the call for adult education more urgent.

In Quebec, experts and stakeholders in the field of adult education often make reference to the low participation rates in this field. In the past few years, studies on barriers to participation have shed some light on the reasons for these low rates. In October 2005 the ICEA organized an assembly on perspectives in adult and continuing education, during which 300 participants discussed the question of barriers to participation.

In general, the theme of barriers to participation is one that arises in the field of adult education. This is why the ICEA would like to address this problem within the scope of the International Conference on Strategies for Increasing Participation in Post-secondary Education. This paper will be divided into four sections: 1) a general portrait of the participation of the adult population in post-secondary studies in Quebec; 2) obstacles to adult participation in post-secondary education in Quebec; 3) strategies developed by the government of Quebec and educational institutions; and 4) challenges and proposed courses of action.

Title

Do Money and Career Development Really Make a Difference? The Future to Discover Pilot Project and its Attempts to Improve Access to Post-secondary Education

Presenters

Margie Layden-Oreto; Connie Korchak

Organization

New Brunswick Department of Education; Manitoba Education, Citizenship and Youth

Country Focus

Canada

Abstract

Disparities in educational attainment for students from different socio-economic backgrounds have led policy-makers to seek ways to broaden accessibility and increase participation in PSE. The Future to Discover pilot project, funded by the Canada Millennium Scholarship Foundation, aims to help policy-makers identify types of programs that can be expected to promote access among those from traditionally under-represented groups, such as youth from lower-income families and those whose parents do not hold PSE qualifications themselves.

Barriers to PSE are thought to arise early in students’ academic careers, long before they reach the age when PSE becomes an option. Two interventions have thus been designed to help overcome these barriers early and help students change their motivations, orientations, and pathways through high school and into PSE.

“Explore Your Horizons” is an information, advice and guidance (IAG) intervention that intends to raise participating students’ awareness of personally meaningful options available in PSE, labour-market trends, and the economic and social advantages of post-secondary education. A three-year series of workshops coupled with a website and magazine seek to equip students with both information and the skills required to make use of it.

“Learning Accounts” promises students from families below median income completing Grade 9 a maximum $8,000 grant after they have graduated high school and been accepted into a recognized PSE program.

In 2004 and 2005, 5,400 participants in Grade 9 in the Canadian provinces of New Brunswick and Manitoba were selected, and the project will follow the educational progress of these participants until 2010. A rigorous random assignment evaluation design has been adopted to assess the effectiveness of these interventions.

This paper presents early implementation findings from the Future to Discover pilot project from the first full year of implementation. The analysis includes consideration of success in the recruitment of students most likely to benefit from the interventions. The degree of active participation among students is reviewed, with a focus on those most likely to face particular barriers to post-secondary access. The paper describes the interim and long-term impacts anticipated from these innovative interventions.

Title

Tackling the Drop-Out Rates in Ontario Colleges: Strategies to Improve the Persistence Rates of Perceived At-Risk Students

Presenter

Fiona Bain-Greenwood

Organizations

Confederation College, Mohawk College, Seneca College

Country Focus

Canada

Abstract

While many post-secondary institutions are recording increasing enrolment rates, this fact masks a common struggle: the high number of students who stop-out or drop-out of their program of study. At a few Ontario colleges, 50% of students who enroll do not persist until graduation. Research clearly shows the many reasons why students drop out of college or university, but few initiatives try to identify these students before they do leave.
 
Foundations for Success, a pilot project sponsored by the Canada Millennium Scholarship Foundation and launched in partnership with Confederation College, Mohawk College and Seneca College, aims to identify students that are deemed at greater risk of not completing their program of study due to language skills below college requirements, a lack of career clarity, or a difficulty in adapting to new environments.
 
This presentation will outline the research plan, including the methodology, the recruitment of participants and the short-term successes. It will also focus on unanticipated challenges in recruiting students to participate in a research project focusing on student support services, despite some financial incentive.

Title

Career Development and Public Policy: The International movement and Canada’s Role

Presenters

William A. Borgen, Lynne Bezanson

Organization

University of British Columbia, Canadian Career Development Foundation

Country Focus

Canada, International

Abstract

An international movement to connect career development and public policy is well established as demonstrated by four international symposia, the latest held in October, 2007 in Scotland and attended by 26 countries as well as by the establishment of the International Centre for Career Development and Public Policy (www.iccdpp.org). This session will highlight the five themes covered at the Scotland Symposium: Blending Social and Economic Goals; Strategic Leadership; Harnessing Diversity; Impact Evidence and the Role of the Citizen.   The findings of the OECD Report on Canada and the recommendations from a pan-Canadian Symposium (Canada’s Career Development Report Card) will be addressed.  The implications and potential for Canada of significant international networks such as the European Lifelong Guidance Policy Network and the ICCDPP will be addressed.  The challenges for policy, research and practice will be discussed. 

Title

An Investment in Year One is an Investment in the Future

Presenters

Christine Blais; Robert Kerr

Organization

University of Manitoba

Country Focus

Canada

Abstract

Given that most provinces face declining numbers of high school graduates, and the increased emphasis on quality assurance, we have seen a strong shift from student recruitment to student retention. Rather than treat students as independent learners left to their own devices, we see a growing emphasis on student success and real concern over graduation rates. Overall, this represents positive and desirable progress for both institutions and students.

From an institutional perspective, the research on retention reveals that the largest proportion of institutional leaving occurs during the first year. It is in this first year that students “are required to make a series of profound academic, social, and emotional adaptations. The inability to adapt to the new environment often causes students to withdraw from school during, or immediately after, the first year or to perform at a lower academic level than expected” (Tinto, 1982). Therefore, retention is, indirectly, a measure of the success of the first-year experience.  Further, we must consider the effect of this first year on the destination faculty. It is estimated that two-thirds of the students in first year do not really know what they want to study as a major or will change their mind. Strategies for success in the first year should allow the students to explore different options as well as to have access to the resources needed to help them learn any missing academic skills that they may require once a major has been chosen.

From a student perspective, the University of Manitoba is unique in Canada in that it starts with a first-year focus that is designed specifically for student success. University 1 specializes in first-year students in that it offers its students a coordinated approach to student support. University 1 both challenges and supports students by offering students the freedom to experiment with different options in order to explore different programs. University 1 coordinates over 200 courses from 13 different faculties. By front-end-loading the elective courses, students can explore different career or discipline options without losing credit or adding time to degree completion. The courses either become part of their major or become the electives for their major, depending on what they decide to do. This allows the students to explore, gives them choice and allows flexibility. In this way, the University of Manitoba encourages students to gain experience and explore before committing to a major.

A unique feature of University 1 is that it has created an organizational structure and policies that provide a comprehensive, integrated and coordinated approach to the first year of study. University 1 offers an alternate model for student success. The retention rate within the first term for University 1 has consistently ranged from 94% to 97%. The three-year rolling-average of retention rates (Sept 1999-2008) after first year, i.e. successfully moving into Year 2, is 86%.

Title

The Issue of Access: “An Inalterable Dilemma”

Presenter

Dana Sheikh

Organization

UNESCO House

Country Focus

"EU"

Abstract

Some educational issues continue to stretch our understanding and ability to reconcile “inalterable dilemma(s)”. They demand answers of us that test our approach, attitude, commitment and values towards fairness, requiring us to recalibrate our notions and testimony to equity.

Access is one such issue. In seeking to level the playing field, we ask ourselves questions that go to the heart of who we are. For, it is these questions that underscore our collective humanity and the importance we place on justice and respect for human rights. It is not just questions of who gets in, where, into which program, at what level, for what purpose, with what financial support or whether access should even be physical.  Its multidimensionality and complexity encompass many interconnected issues and aspects, both in terms of quality as well as quantity.   

As a global association of universities and other higher education institutions, the International Association of Universities (IAU) is committed to promoting the twin goals of equitable access to, and successful participation in higher education institutions for all members of society. Furthermore, it believes that equitable access to quality learning contributes significantly to the development of national human resources, promotes social justice and cohesion, enhances personal development, employability and, in general, facilitates sustainable development. 

The presentation will briefly trace IAU’s past involvement with the issue of Access, identify some of the reasons for drafting an Access Policy Statement with its attendant concerns, outline the process undertaken and finally, mention a few of the principles and resulting recommendations to both government and for higher education institutions. It will then open the floor for some questions.

Title

Walking Together: A Strategy for Indigenous Student Success -- The University of Winnipeg's Aboriginal Education Strategy

Presenters

Jennifer Rattray, Kevin Chief

Organization

The University of Winnipeg

Country Focus

Canada

Abstract

Canada's future economic success and the academic success of its Aboriginal Peoples are intrinsically linked.  The Aboriginal population is growing more quickly than any other population in the country, while jobs are requiring, and employers are demanding, increasingly high levels of education.  First Nations, Métis and Inuit communities want the skills and credentials acquired at university to achieve self-government, self-determination, and healthy communities. 

The University of Winnipeg is a diverse academic community located in downtown Winnipeg's inner-city.   Approximately 10 per cent of the 9,200 students at the university self-identify as First Nations and Métis, making it one of the top four universities in the country for Aboriginal participation. 

Jennifer Rattray and Kevin Chief will present on The University of Winnipeg's holistic approach to Indigenous education and success, including new academic programs such as a Bachelor’s of Science in Indigenous Science,
extensive campus supports, outreach to Aboriginal families and students in Winnipeg's inner city schools (beginning at the Grade 4 level), and innovative funding programs such as the Opportunity Fund that enabled 100 additional  Indigenous students to attend the university within the last six months.        

Jennifer Rattray, Executive Director of Indigenous Affairs in the President's Office at The University of Winnipeg, is a member of the Peepeekisis First Nation.  Kevin Chief worked for the public school system in Winnipeg after graduating from The University of Winnipeg and is now Coordinator of the University's Innovative Learning Centre and a leader in Winnipeg's Aboriginal community

Title

The Power of Partnerships -- Private and Public Collaborations -- in Education

Presenters

Greg Hills, Dan Cornacchia, Andee Gerhardt

Organization

FSG Social Impact Advisors; Ernst & Young

Country Focus

United States

Abstract

Join Greg Hills, Director of FSG Social Impact Advisors; Dan Cornacchia, Partner, Ernst & Young; and Andee Gerhardt, Community Engagement Leader, Ernst & Young, as they facilitate a discussion of the findings of a recent paper, “Best in Class: How Top Corporations Can Help Transform Public Education.” This paper, released in May 2007 and sponsored by Ernst and Young LLP, provides a critical assessment of opportunities for corporations to help transform public education systems through innovative corporate philanthropy.  Based on six months of research and dozens of interviews with corporate philanthropy leaders, education non-profit executives, and educators, the paper maps the myriad opportunities available for corporations to engage in education reform and details a range of lessons learned.  In addition, it includes a call to action for corporations to raise their own expectations of corporate philanthropy in education to adopt systemic thinking, replicate and scale effective initiatives, and take collective action.  
 
FSG Social Impact Advisors is a nonprofit organization that provides consulting services to foundations, corporations, and non-profits to develop strategies for increasing social impact and to measure the results achieved. FSG also publishes original research and leads action initiatives that advance the practice of philanthropy and corporate social responsibility. With offices in Boston, San Francisco, Seattle and Geneva, FSG's global team combines strategy consulting, evaluation and research skills with a deep understanding of the non-profit sector. For more information, visit www.fsg-impact.org.

Ernst & Young, a global leader in professional services, is committed to restoring the public's trust in professional services firms and in the quality of financial reporting. Its 130,000 people in 140 countries pursue the highest levels of integrity, quality and professionalism in providing a range of sophisticated services centred on our core competencies of auditing, accounting, tax and transactions. Further information about Ernst & Young and its approach to a variety of business issues can be found at ey.com/ca/perspectives. Ernst & Young refers to the global organization of member firms of Ernst & Young Global Limited, each of which is a separate legal entity. Ernst & Young Global Limited does not provide services to clients.

Title

Delivering Access Together: A Higher Education and Secondary School Partnership

Presenters

Nicole Hurd, Keith Roots, Tomika Ferguson

Organizations

University of North Carolina at Chapel Hill/ NCAN;University of Virginia (Advising Corps)

Country Focus

United States

Abstract

Through partnerships with higher education institutions, primary and secondary schools, and local communities, the National College Advising Corps promotes college access and success for low-income, under-represented, and first-generation student populations. In each area that has a corps site, the number of students applying for post-secondary schooling and financial aid has risen.  To date, 12 institutions of higher education are providing over 60 advisers in 10 states. At this session, participants will learn from corps representatives about best practices for promoting college access including building partnerships, delivering services, tracking services, increasing retention, recruiting mentors and sustaining programs.  Presenters will include Dr. Nicole Hurd, Executive Director of the National College Advising Corps, Mr. Keith Roots, Director of the University of Virginia’s Advising Corps (College Guide) Program, and Tomika Ferguson, an adviser in rural Virginia.

Nicole Farmer Hurd, Ph.D., is the Director of National College Advising Corps which is based at the University of North Carolina at Chapel Hill.  The Corps is a coalition of university-based access programs serving students in 10 states.  The Corps institutions, funded by a lead grant from the Jack Kent Cooke Foundation, include the University of North Carolina at Chapel Hill, University of California at Berkeley, Brown University, University of Missouri, University of Utah,  University of Alabama, Penn State, Franklin & Marshall, Tufts University, Loyola College of Maryland and the University of Virginia.

Hurd, who served as an Assistant Dean and Director of the Center for Undergraduate Excellence at the University of Virginia, was the founding director of the College Guide Program. UVa’s College Guide Program places recent graduates in public high schools throughout the state to partner with guidance counselors in an effort to increase the college-going rate. In its first year of outreach, some schools saw a 15 percent increase in college matriculation rates as well as increases in the number of students taking the SATs and filling out financial aid forms. The Guide Program, which started with a grant from the Jack Kent Cooke Foundation and now enjoys support from Americorps and a variety of community foundations, has gained national attention and serves as the model for the National College Advising Corps. Hurd remains an administrator in higher education serving in the Office of Undergraduate Admissions at the University of North Carolina at Chapel Hill.  A 2007 Recipient of the Governor of Virginia’s Award for Volunteerism and Community Service and the 2007 Faculty Recipient for the University of Virginia’s Raven Award, she holds a PhD in religious studies from the University of Virginia, a Master’s degree from Georgetown University, and a Bachelor’s degree from the University of Notre Dame.

Title

Transforming School Districts to Encourage Post-Secondary Enrolment: Preparing to Dream

Presenters

David Swedlow, Michele Pola

Organizations

National College Access Network; Houston Independent School District

Country Focus

United States

Abstract

School districts impact post-secondary access by developing a culture of evidence and continuous improvement to help students prepare for, attend and succeed in post-secondary education.  The National College Access Network, its non-profit intermediary partner, Houston A+ Challenge, and five Houston K-12 school districts have begun implementation of a four-year, $3.54 million grant from the Houston Endowment to improve post-secondary access among their low-income and first-generation students.

The initiative, Preparing to Dream, takes a regional approach to improving post-secondary access and success and closing student achievement gaps.  The key to effective implementation of the initiative is the collaboration and participation of several sectors in the Houston region: K-12 school districts, higher education institutions (community colleges and four-year universities), non-profit organizations dedicated to providing post-secondary preparation services, and, especially, business and civic sector partners.  The Greater Houston Partnership, the Center for Houston’s Future and the Greater Houston P-16+ Council are active participants in this endeavour.  The focus on a post-secondary-going culture, supported by school district data and core teams to plan best practice interventions, has already been shown to provide early results in post-secondary readiness in the Houston Independent School District, the state’s largest with nearly 160,000 economically disadvantaged students.