Data-Driven Strategies for Supporting Student Success. CTE CoLab Case Study: WSU Tech
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| Title: | Data-Driven Strategies for Supporting Student Success. CTE CoLab Case Study: WSU Tech |
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| Language: | English |
| Authors: | Julia Payne, Shayne Spaulding, Urban Institute |
| Source: | Urban Institute. 2025. |
| Availability: | Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Sponsoring Agency: | ECMC Foundation |
| Document Type: | Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Minority Group Students, Career and Technical Education, African American Students, Hispanic American Students, American Indian Students, Postsecondary Education, College Students, Online Courses, Blended Learning, Equal Education, Minority Serving Institutions, School Orientation, Mentors, Faculty Development, Success, Planning |
| Geographic Terms: | Kansas (Wichita) |
| Abstract: | Students of color represent the majority of enrollment in career and technical education (CTE) fields of study at community and technical colleges, which offer programs as pathways to further education, jobs, and careers. The Career and Technical Education CoLab (CTE CoLab) aimed to advance racial equity by reducing disparities in academic and career outcomes for historically marginalized students--especially students who are Black, Latinx, or Indigenous--enrolled in online and hybrid postsecondary career-focused programs at community and technical colleges. This is one of four case studies sharing key strategies CTE CoLab colleges implemented to inform other college practitioners and the policymakers and funders that support their work. This case study profiles Wichita State University Campus of Applied Sciences and Technology (WSU Tech), a technical college in Wichita, Kansas, which focused on its machining technology program in both phases of its work with the CTE CoLab. In the second phase, the efforts expanded to the nursing program to scale strategies started in the first phase. The college team also focused on broader institutional change, through the use of data and faculty development. Data for the case study comes from: (1) interviews with college staff; (2) college posters--summaries of colleges' equity action plans to advance change at their programs and institutions; and (3) a phase-one report describing strategies CTE CoLab colleges implemented to support students. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED677451 |
| Database: | ERIC |
| Abstract: | Students of color represent the majority of enrollment in career and technical education (CTE) fields of study at community and technical colleges, which offer programs as pathways to further education, jobs, and careers. The Career and Technical Education CoLab (CTE CoLab) aimed to advance racial equity by reducing disparities in academic and career outcomes for historically marginalized students--especially students who are Black, Latinx, or Indigenous--enrolled in online and hybrid postsecondary career-focused programs at community and technical colleges. This is one of four case studies sharing key strategies CTE CoLab colleges implemented to inform other college practitioners and the policymakers and funders that support their work. This case study profiles Wichita State University Campus of Applied Sciences and Technology (WSU Tech), a technical college in Wichita, Kansas, which focused on its machining technology program in both phases of its work with the CTE CoLab. In the second phase, the efforts expanded to the nursing program to scale strategies started in the first phase. The college team also focused on broader institutional change, through the use of data and faculty development. Data for the case study comes from: (1) interviews with college staff; (2) college posters--summaries of colleges' equity action plans to advance change at their programs and institutions; and (3) a phase-one report describing strategies CTE CoLab colleges implemented to support students. |
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