Adult Learner Transitions

Transitioning GED Graduates into Higher Education at Del Mar College: Meeting the Challenge

We know that General Educational Development (GED) completers and high school graduates stand to make greater and more significant economic and personal gains than non-graduates. We also know that they can further improve their ability to prosper by pursuing postsecondary education or training. The problem is that many of our GED graduates are afraid to attempt to further their education either because they do not view themselves as “college material” or because they cannot see themselves navigating complex college admissions and financial aid processes alone.

For the past ten years, I have been on a quest to help our GED graduates transition into higher education. Because my adult education program is located at Del Mar College (DMC), the first logical step was to form links to my College’s academic counselors and recruiters. I found these links to be strong when initially formed; but, for some reason, these links never became a systemic part of our program. It soon became apparent that it was going to be very difficult to obtain the level of consistent and intense intervention needed by our GED graduates. My question was, “Why don’t GED graduates get the same level of care and consideration as high school graduates or other non-traditional students?” I saw our graduates going through the admissions process on their own and with very little guidance. If they transitioned successfully, it was in spite of the “mysteries and barriers” of college registration. They navigated the entire admissions gauntlet on their own! Kudos to them, but I still wondered how many more could or would transition if they had the type of support they needed.

Then in 2000, I was contacted by the then new director of the Educational Opportunities Center (EOC) at a nearby university. He explained that EOC was a new grant program designed specifically to help nineteen-year-old high school and GED graduates to transition into higher education. Immediately, I became an enthusiastic EOC board member, assigned some of our office space for EOC staff use, and began a two-year effort to help our program’s GED graduates to transition into any institution of higher education. EOC staff faithfully attended all but a few of our monthly new student orientations, where they explained the EOC application process and the services students would receive after graduation. My office provided EOC with lists of our graduates to aid in their recruitment. However, in the two years of working together, not one Del Mar College GED graduate was transitioned to college by EOC.

Then in the summer of 2004, I learned how ACC transitions students through a program known as Capital Idea. Within four months, I decided to “take the bull by the horns”. I did this following the example of ACC’s more direct approach to this persistent problem. In October 2004, I hired a former GED graduate, then working on her Masters in Biology, to take on the role of Transition Liaison (TL) on a part-time basis. In July 2006, she became a full-time employee. Her main job responsibilities are to facilitate the transition process from secondary to postsecondary education or training opportunities for students enrolled in the College’s GED program. Since then, we have continued to tweak what we do. Here is what we have done with this initiative to date to ensure a sustained and intense level of intervention.

• Initiated regular and periodic presentations by TL at all new student orientations
• Initiated follow-up presentations in all day and evening ABE and ASE classes and during monthly awards assemblies
• Allowed students to take time out from class to meet one-on-one with the TL, whose office is located at the GED Instruction Complex
• Limited job development added to scope of TL’s duties
• Recently created special advanced studies classes (computer literacy skills, advanced math, advanced reading) to empower students to transition more easily into postsecondary academic classes without having to enroll in developmental courses
• Recently redefined the cohort that the TL serves to provide more meaningful reporting and accountability (GED Transition Cohort = all graduated in a calendar year)
• Recently expanded cohort to include every GED graduate from the Co-op (adult education fiscal agent serving Nueces county)
• Planned: addition of a college survival skills course to be taught by the TL
• Planned: addition of an advanced writing skills class
• Planned: establishment, monitoring, and supervision by the TL of small cohorts of first time GED college students to provide the cohort with a peer support system

In NCSALL’s August 2006 Occasional Paper, we read that they have identified five college transition models through their initial research efforts: 1) Advising,
2) GED-Plus, 3) ESOL, 4) Career Pathways, and 5) College Preparatory. The transition component at our site seems to more closely fit NCSALL’s description of the Advising Model although portions of it fit other models. I encourage all those interested in adding a transition component to their program to read this insightful paper.

Zafft, C.,  Kallenbach, S.,  and Spohn, J., World Education, Inc. (August 2006) Transitioning Adults to College: Adult Basic Education Program Models.  National Center for the Study of Adult Learning and Literacy (NCSALL) Occasional Paper. Retrieved January 2007, from http://www.ncsall.net/?id=26.

M. Christina Palacios, Director, Department of GED Instruction, Del Mar College, 101 Baldwin, Corpus Christi, TX 78404, 361-698-1781 Office, 316-698-2727 Fax, cpalaci@delmar.edu. Chris has been working in adult education at DMC since 1986; ten years as a GED Instructor and ten years as the administrator of the GED program. Chris currently serves on the board of TALAE and travels around the state as a consultant to other AE providers. Prior to working at DMC, she worked with families and children served by the Texas State Department of Human Services.

Note: The following is the job description of a Transition Liaison at Del Mar College.

Job Description: Transition Liaison, Del Mar College

1. Makes presentations to students at orientations, assemblies and/or in classrooms about available post secondary education and training opportunities at the college or surrounding institutions of higher education
2. Teaches a college survival course to help empower students to succeed once transitioned
3. Establishes, monitors and supervises small cohorts of newly transitioned students to provide a peer support system during their first year
4. Interviews students in private to identify barriers to participation in the transition process
5. Advises students about their post secondary education and/or training options
6. Removes barriers to enrollment in post secondary education or training programs through advocacy and information and referral services
7. Explains enrollment processes and procedures to students interested in transitioning
8. Links students to the appropriate resources to facilitate enrollment in college academic or training programs
9. Establishes and maintains active partnerships and working relationships with student aid, counseling, testing, Title V, Educational Opportunities Centers at TAMUK, Regional Transportation Authority, and Early Childhood Development personnel to ensure quality referrals to these student resources
10. Arranges for guest speakers to address GED students about transition related services available to them
11. Assists students on a one-on-one basis to ease the transition process including filling out FASFA forms
12. Works with teachers to allay student concerns and to schedule group and private meetings with students
13. Keeps teachers informed of student progress through the transition process
14. Provides students with information about employment opportunities
15. Maintains student files and other tracking systems to document services provided
16. Prepares and submits monthly activity and statistical reports to director
17. Performs other duties as assigned