CSCAU ARCHIVES
ARCHIVES: PAST ISSUES OF CSCAU RESOURCES
Essential Skills for Success in College Postsecondary and Apprenticeship Programming (2007)
Part of the Learner Skill Attainment Framework Initiative
This document reports the results of a survey of faculty from Ontario colleges in which the participants have been asked to identify core skills and key tasks associated with students' successful transition to postsecondary and apprenticeship programs.
Prepared for Success 2004-2005 (2005)
A Study of the Success of Adult Upgrading Graduates in the First Semester of Post Secondary
An initial study, ” Prepared for Success: A Study of College Preparatory Students in Post Secondary College Programs”, examined the post secondary outcomes of students who had moved on from upgrading programs to further education in the college system in 1999/2000.
An Orientation Guide for the New LBS College Practitioner (2004)
This document is intended to provide orientation and guidance to new LBS (Literacy and Basic Skills) College Practitioners in Ontario.
Reaching the People Who Need It Most (2004)
e-PD Reading and Response Pilot Summary Report
The e-PD Reading and Response Pilot is part of a larger College Sector Committee (CSC) project called Reaching the People Who Need It Most. The aim of the overall project is to identify more clearly the professional development(PD) needs of Literacy and Basic Skills (LBS) college practitioners, and bring practitioners together to engage in relevant and meaningful PD activities.
An Orientation Guide for the New LBS College Manager (2004)
This document is intended to provide orientation and guidance to new LBS (Literacy and Basic Skills) College Managers in Ontario.
LBS College Program Policies and Procedures (2003)
Working Towards Consistency
This document outlines the research and conclusions drawn concerning the policies and procedures in place in Literacy and Basic Skills (LBS) Programs in Ontario colleges. The goal of this initiative was to identify areas of consistency across current LBS college policies and procedures and develop samples that reflect that consistency.
Prepared for Success (2001)
A Study of College Preparatory Students in Post Secondary College Programs
This is a report on a project designed to demonstrate the effectiveness of preparatory programs in preparing students in Ontario for post secondary studies and to highlight the supports identified by learners that colleges provide to enhance student success. Data was gathered from community colleges province-wide.
Retention through Redirection (2002)
Report
This report is the first part of a resource developed to provide LBS college practitioners with a redirection protocol to help them reflect on the elements of their programs that support student retention, both those that are working well and those that could be working better. The report provides a summary of the project which includes the rationale for it, the retention research, the process for gathering information, the key findings and the key recommendations.
Retention through Redirection (2002)
Protocol
This Protocol is the second part of a resource developed to provide LBS college practitioners with a redirection protocol to help them reflect on the elements of their programs that support student retention, both those that are working well and those that could be working better. The Protocol consists of seven features; each feature is described in detail presenting a number of issues and challenges related to learner retention. As much as possible, observations, suggestions, solutions and samples provided by LBS college managers, counselors, practitioners and learners have been included.
Bringing the Research Together: Developing a Comprehensive Retention Strategy (2003)
The lists of best retention practices in this document were created by incorporating key findings, recommendations and retention strategies from several LBS/NLS projects in which Ontario LBS college programs participated. Included are lists of additional strategies and suggestions, based on input from practitioners during regional training events.
A “How to” Guide for AU Professors: Integrating Academic Upgrading (AU) into Pre-Apprenticeship Programs (2011)
This handbook is part of a larger College Sector Committee (CSC) project aimed at ensuring that pre-apprenticeship students receive an Academic Upgrading (AU) component tailored to their trade and seamlessly connected with the trade component of their program. It is aimed at professors who are required to integrate AU into pre-apprenticeship or pre-trades programs in Ontario’s community colleges.
Prepared for Success 2009-2010 (2010)
A Study of the Success of Adult Upgrading Graduates in the First Semester of Postsecondary Programs
This report is made up of charts and bar graphs that illustrate the postsecondary outcomes of students who had moved from upgrading programs to further education in Ontario’s college system between 2003 and 2010. It includes information on students’ choice of programs; numbers of students who switch programs; retention rates; and grade point average (GPA).
Literature Review on Integrating Literacy and Essential Skills into Trades (2011)
Working Paper
This literature review is part of a project undertaken by Ontario’s College Sector Committee (CSC) for Adult Upgrading. The goal of the project is to ensure that pre-apprenticeship students receive an Academic Upgrading (AU) component tailored to their trade and connected seamlessly with the trade component of their program.
The State of Integrating Academic Upgrading into Pre-Apprenticeship Programming in Ontario's Colleges (2011)
Final Report
This report is the result of a project aimed at ensuring that pre-apprenticeship students in Ontario’s colleges are getting an Academic Upgrading (AU) component tailored to their trade and seamlessly connected to the trade component of the program. It outlines the current state of integration between AU and Apprenticeship for Pre-Apprenticeship programming along with the effective practices that are being used at the faculty level.
Employment Track Express: Pilot Project Evaluation Report (2008)
This report describes a pilot project developed to help laid-off workers in western Ontario gain the computer skills needed to help them find new jobs. The College Sector Committee for Adult Upgrading (CSC) was chosen to create a computer curriculum that included labour market research and used an Essential Skills approach. Seven community-based literacy agencies and one school board were enlisted to deliver the 60-hour course to workers referred by Labour Adjustment Committees in nine Western Region communities of Ontario.
Making the Business Case for Integration among Employment Ontario Program and Services (2009)
Academic Upgrading, Job Connect, Apprenticeship, and Employment Assistance Services
This report outlines the work of the College Sector Committee (CSC) with seven colleges across Ontario to document the business case for partnership efforts among academic upgrading, apprenticeship, job connect, and employment assistance services. The CSC assists the Ontario Ministry of Training, Colleges and Universities and leads the Ontario College System in promoting the continuous improvement of the delivery of upgrading programs to meet the needs of adult learners.
Bare Essentials: An Introduction to Essential Skills (2008)
This report grew out of a project entitled Provincial Partnerships to Promote Essential Skills: Motivation, Process and Outcomes. The partners agreed to focus on an Essential Skills resource for frontline practitioners and they developed a manual for that purpose. Originally, the focus was on developing a workshop that could be presented in venues appropriate to each of the project partners. However, after further discussion, it was agreed that the workshop format would limit the number of people who could benefit from it.
Promoting Provincial Partnerships: Motivation, Process and Outcomes (2008)
Final Report
This report is the result of a project led by Ontario's College Sector Committee for Adult Upgrading (CSC), in partnership with three other provincial organizations involved in adult literacy and upgrading: Community Literacy of Ontario (CLO), Ontario Association of Continuing Education School Board Administrators (CESBA) and the Ontario Native Literacy Coalition (ONLC). The goal was to determine how opportunities for partnerships between provincial organizations could be identified and developed.
Pathways to College (2008)
Report of the Adult Student Pathways to College Post-secondary Programs Project
About 25 per cent of students in post-secondary Ontario college programs have delayed their entrance to college and have never participated in any form of post-secondary education. These delayed entrants take multiple pathways to college that include participating in courses or programs to upgrade their academic skills. This report examines the pathways to college taken by students who do not have an Ontario Secondary School Diploma or equivalent and have delayed entry to college education. Information on student pathways and mobility was collected from applicant and registrant data sources, focus groups with students and group discussions with staff.
Provincial Models of Program Integration (2007)
Final Report
In 2006, Ontario's College Sector Committee for Adult Upgrading was funded to develop models of integration for the training and support of clients in the college sector in that province. This report presents the final phase of the project undertaken by this committee, entitled the "Provincial Models of Program Integration Project." The primary focus of the Models Project was to promote integration of academic upgrading, Job Connect, pre-apprenticeship and apprenticeship programming in colleges.
Best Practices in Managing the Classroom to Improve Student Commitment (2003)
This document discusses best practices in managing the classroom to improve student commitment in Ontario college LBS programs. The best practices are listed in three sections; each is organized under the area or individual having the greatest control of those practices. These sections are: institution controlled; practitioner controlled, and; shared control.
