A Community College Student’s Road to Success
The San Diego and Imperial County Region’s vision for student success from the various entry points all the way to employment, degree, further education, and career navigation. This vision is
The San Diego and Imperial County Region’s vision for student success from the various entry points all the way to employment, degree, further education, and career navigation. This vision is
Presented at the September 14th SDIC Dual Enrollment Community of Practice by: Irene Drye, Work-Based Learning Coordinator and Armando Nevarez Jr. , Student Success Specialist – Dual Enrollment at Imperial
Postsecondary Engagement for Successfully Transitioning Students to College Knowledge Brief
Foundation for California Community Colleges This report articulates a set of goals and commitments for California Community Colleges, developed by a team of community college experts. It outlines a set
San Diego Strong Workforce Partnership; Imperial County Workforce Development Board A guide designed for both the Community College system and the Workforce Development Boards for the WIOA Regional Plan, this
This document outlines the regional partnership that is foundational to the current SWP work in San Diego and Imperial Counties. It captures the origins of the partnership, the entities and
San Diego & Imperial Counties Community Colleges The San Diego and Imperial County Region’s vision for student success from the various entry points all the way to employment, degree, further
Association of American Colleges and Universities The authors introduce the concept of guided pathways and emphasize the need to bring a comprehensive reform model that will help transform the college
Community College Research Center This article provides a high-level overview of the four pillars of guided pathways work, detailing the kinds of mindset and practice shifts community colleges need to
WestEd A foundational document for the work Strong Workforce Program effort currently underway in San Diego and Imperial Counties. This report is the culmination of activities in Phase I, which