A model for access to college for Latino adult-learners/full-time healthcare workers. Consists of three college level courses (nine college credits) - that integrate content in healthcare with English language skills, mathematics, and quantitative reasoning. The course sequence, completed in one year, prepares participants to comply with the City University of New York admission criteria while avoiding non-credit remedial education and reducing time to degree completion. The program provides the necessary academic skills to succeed in college and integrates content about healthcare issues in the Latino community. The program has been offered at CUNY's Lehman College and Hostos Community College.
The program identifies Latino healthcare workers interested in college degrees in Health allied professions and occupations, engages them in career/education pathways by offering college-level, credit-bearing courses, addresses skills deficiencies in composition and quantitative reasoning, prepares them to comply with CUNY admission criteria while avoiding traditional remediation classes that delay admission to college. The program integrates workshops, tutoring, childcare, and strong case management - all strategies that improve student’s retention and completion of the program. In the next five years, they expect to:
1. Increase the number of Latino Adult Learners in college programs leading to a health allied - direct patient service profession or occupation.
2. Expand the program to community members, not only incumbent healthcare workers.
3. Scale the program and enroll more participants per semester.
4. Improve outcomes in retention of participants in the program and compliance with CUNY admission criteria.
Since 2011 the Colloquium Series Program has served 129 Latino healthcare workers. Just over 57% have completed the sequence of courses and of those 74% have complied with CUNY admission criteria and are pursuing a college degree in a health allied program of study. The program serves the most at-risk population in New York City - adult learners (38 years old average), Latinos, immigrants, full –time workers, non-native English speakers, more than half are women, all have children or other dependents, and all attend college in the evenings. National data indicates that only 33% of students placed in developmental math courses and 46% of students placed in reading and writing developmental courses go on to complete the entire sequence of remedial education earning college admission. Taking into account the population that the program serves, the outcomes are exceptional mostly when compared with national data and traditional students.
Consistently improving the program, throughout the program they have integrated workshops on:
1. Time management
2. Studying skills
3. Career counseling and education pathways
4. Effective communication with faculty - how to ask for support, how to convey a message, how to advocate for your own education success
5. The status of healthcare in the Bronx and the need for more Latinos in direct patient care occupations and professions
They have improved candidates' assessment to facilitate admission of adult learners:
1. Interview to assess language skills and readiness to assume the responsibility and commitment in a college level program
2. Writing sample to assess writing skills - eliminating standardized test for admission
They have kept the best practices that have always worked:
1. Latino outreach coordinator
2. Latino case manager/program manager
3. Childcare services on site
4. Work with Hispanic Serving Institutions
5. Campus tour to help participants see themselves as college students
6. Tutoring services