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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
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
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  Data: Centering Student Belonging in Online Programs. CTE CoLab Case Study: Chippewa Valley Technical College
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  Data: Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
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  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Label: Abstract
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Career and Technical Education Schools
        Type: general
      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: School Business Relationship
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: School Orientation
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Shared Resources and Services
        Type: general
      – SubjectFull: Wisconsin
        Type: general
    Titles:
      – TitleFull: Centering Student Belonging in Online Programs. CTE CoLab Case Study: Chippewa Valley Technical College
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              M: 11
              Type: published
              Y: 2025
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