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  • Content tagged with : Connect2Complete

    Connect2Complete Resource Guide

    The success of the C2C program has prompted Campus Compact to create this Resource Guide to help colleges implement the C2C model on their own campuses. The guide is designed for a broad range of audiences, including community engagement professionals, faculty, student leaders, administrators, and presidents. While resources contained within this guide were developed on the basis of the experiences, needs, and cultures of community colleges, the model has garnered interest from four-year institutions offering developmental education, which can adapt the information here for their own use. The guide is divided into four sections, each focusing on a different aspect…

    Edmonds Community College Wins Grant Aimed at Helping Students Graduate

    http://myedmondsnews.com/2011/11/edmonds-community-college-wins-grant-aimed-at-helping-students-graduate/

    Big Bend Community College Receives Funding for Degree Completion

    http://www.columbiabasinherald.com/news/article1042a388-1791-11e1-bd9b-001cc4c002e0.html

    Program Helps TCC Students Persevere

    Program helps TCC students persevere

    Connect2Complete: Linking Student Success with Civic Engagement

    The higher education reform movement known as “the completion agenda” seeks to significantly increase the number of students graduating from college. This is certainly an important goal. Yet as many higher education professionals have pointed out, the completion agenda’s singular focus on “time to degree” may emphasize efficiency to the detriment of high-quality learning (Humphreys 2012). Aware of these critiques, community colleges are seeking innovative ways to increase graduation rates while also improving the quality of student learning. Campus Compact’s Connect2Complete (C2C) program aims to reach this goal by creating new, community-oriented models that support student success. Read more here….

    Peer Advocate Fausto, Big Bend Community College

    Peer Advocate Fausto introduces himself to his C2C students enrolled in the college College Survival Skills course he is partnered with.

    When Working Works: Employment and Postsecondary Success

    The nation-wide focus on increasing college completion rates has put a lot of emphasis on strategies to increase financial resources so that students can work less. Though certainly worth pursuing, such policies will be difficult to implement on a broad scale in the current economic environment. And even if they are viable, we should be careful not to lose sight of the potential benefits of student employment. For many students, a positive work experience can facilitate, rather than derail, educational and vocational progress. We need to understand and appreciate what it looks like when working works, so that we can…

    Tips: Using Facebook for C2C

    Describes how Big Bend Peer Advocates utilized Facebook to create connections between Peer Advocates and C2C students and among C2C students.

    Presentation: Creating a Peer Advocate Network

    Best Practices for Peer Advocate Facebook Groups This includes a Prezi Presentation and a PDF file with the same information. They were created for Campus Compact by Dr. Ana M. Martinez-Aleman, Chair of the Department of Educational Leadership & Higher Education, these presentations help colleges consider best practices for supporting peer advocates with using Facebook groups with C2C students. Martinez Peer Advocate Prezi Presentation – DIRECTIONS & LINK Best practices Facebook – as a pdf

    Report: Social Network Theory to Increase Success

    Social Networking and First Generation College Student Success: Using Social Network Theory to Enhance ‘Critical’ Engagement and Persistence Efforts This paper offers a conceptual framework for the use of social networking technology to promote critical engagement and success among first-generation college students. Drawing on critical theory to scrutinize principles of student engagement in college, this paper proposes a conceptual framework to map a “college staying culture” among first-generation college students. Specifically, the authors posit that online social networking is instrumental in the transmission of social capital for equitable postsecondary outcomes. The authors suggest that this conceptual framework offers valuable insight…

    Mentoring in Portland State University

    Sample assignments that accompany the resource, “Mentoring in Higher Education Syllabus – Portland State University”, for training peer leaders.

    Section 4: C2C Program Evaluation

    Section 4, Program Evaluation, provides resources for conducting a C2C evaluation, including information on measuring program impact and the C2C Evaluation Report from the C2C pilot program. While program evaluation is included near the end of the Resource Guide, it’s important to note that evaluation is not an event that occurs at the end of a project; rather, it’s an ongoing process that should start at the outset, with systems put in place to support evaluation in the early stages of program planning. /wp-content/uploads/2015/04/C2C_resourcebook-section4.3.19.15.pdf

    Section 3: C2C Program Administration

    Section 3, Program Administration, includes resources for planning and managing a C2C program. While this section addresses faculty and peer advocate roles, it focuses more closely on the administrator’s role. This section offers resources for planning and launching a C2C program on campus, including information on assessing readiness, staffing, structuring, and budgeting for such a program. It also provides resources for recruiting and supporting faculty as well as for recruiting, screening, training, and supporting peer advocates. /wp-content/uploads/2015/04/C2C_resourcebook-section3.3.19.15.pdf

    Section 2: Implementing C2C in the Classroom

    Section 2, Implementing C2C in the Classroom, presents a comprehensive view of what C2C looks like in the classroom. It begins with two documents that explore considerations for faculty implementing the C2C strategy in their developmental education and college success courses: how to implement service-learning with a particularly vulnerable population, and approaches for integrating the C2C strategy into redesigned developmental education courses. The section also offers sample materials for supporting faculty and peer advocates in integrating C2C into the classroom, including faculty-created descriptions of peer-assisted service-learning coursework and activities. /wp-content/uploads/2015/04/C2C_resourcebook-section2.3.19.15.pdf

    Section 1: The C2C Model

    Section 1, The C2C Model, provides readers with a high-level understanding of the C2C strategy. It begins with an overview that paints a picture of what the program looks like on the ground. A review of the theory and assumptions underlying C2C connects theory with outcomes for participants. Discussions of service-learning and peer advocacy summarize research on the positive impact of these approaches on student success, review the integrated C2C approach in depth, and lay the foundation for C2C implementation (explored in later sections).

    Program Spotlight Video, Tallahassee Community College

    An overview of the C2C program at Tallahassee Community College (TCC) produced by TCC television station.

    Tim Paulson, Big Bend Community College

    Peer Advocate Profile: After serving in the United States Air Force from 1987 to 1990, Tim Paulson worked in construction for years until his sister encouraged him to think about college. Although he has earned a 3.9 GPA, coming in as a nontraditional student was a challenge, he says. “I was excited about being a college student, but I had a lot of apprehensions, being quite a bit older than everyone.” To get acclimated, he enrolled in a college survival skills course that utilized a C2C peer advocate. Within a few weeks, Paulson was asked to consider becoming a peer…

    Tiara Morgan, Broward College

    Student Profile: Tiara Morgan is working hard to be the first in her family to graduate from college. In addition to taking courses at Broward College, Morgan, 19, is working two jobs and still finds time to be involved in leadership roles and campus activities. One reason for pushing herself: Morgan hopes to be a role model for her two younger sisters. But it’s not always easy. Particularly in her first semester, it was a challenge to choose courses and to balance work and school commitments. Fortunately, Morgan has a role model of her own—her C2C peer advocate. “Oh my…