Centering Student Belonging in Online Programs. CTE CoLab Case Study: Chippewa Valley Technical College
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| Title: | Centering Student Belonging in Online Programs. CTE CoLab Case Study: Chippewa Valley Technical College |
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| Language: | English |
| Authors: | Julia Payne, Hailey D’Elia, 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: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Minority Group Students, Online Courses, Career and Technical Education, College Faculty, College Students, Community Colleges, Career and Technical Education Schools, Access to Computers, Barriers, School Business Relationship, Equal Education, Sense of Belonging, Computer Software, Asynchronous Communication, School Orientation, Student Needs, Data Use, Shared Resources and Services |
| Geographic Terms: | Wisconsin |
| 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 looks at Chippewa Valley Technical College (CVTC), a technical college in Eau Claire, Wisconsin, which focused on its information technology (IT)/software developer program in both phases of its work with the CTE CoLab. 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: | ED677453 |
| 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 looks at Chippewa Valley Technical College (CVTC), a technical college in Eau Claire, Wisconsin, which focused on its information technology (IT)/software developer program in both phases of its work with the CTE CoLab. 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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