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An Equity Ah-Ha!

Tag: Methods, techniques, and processes
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In my last post I shared lessons from external stakeholder assessments across nine CTCs. We learned that strong programs start with listening and meet people where they are. Here is one more insight from that work. It speaks to equity for underrepresented and historically marginalized students.

Most colleges invest in supports for current students. Tutoring. Study skills. Basic needs. A sense of community. These matter. Fewer colleges invest at the same level for potential students and former students.

Potential students need clear signals. They need to know which programs lead to jobs and transfer. Career fairs and industry events help. They work best when faculty and employers join. They still miss many people. Schedules, transportation, and childcare get in the way. The “come to us” model leaves some out. Some communities need the college to come to them.

Former students need direction and connection. Many want help with the next job or the next step in transfer. Advising and work-based learning offices exist. They are often centralized and passive - students go to them. Programs that make equity gains add targeted support. They integrate advising within the program. They involve faculty. They reach out to alumni.

What helps, based on this series of assessments:

  1. Take advising and work-based learning into the community. Use pop-ups at libraries, faith centers, unions, and employers.
  2. Fit the outreach to the audience. We learned this in surveys. It applies here too.
  3. Activate alumni as near-peer recruiters and mentors. Feature them on the program LinkedIn page. Offer small recognition.
  4. Share plain labor market facts from trusted national sources. Connect each credential to real jobs.
  5. Build simple outreach loops. Send short check-ins after events and after graduation. Track responses and adjust each term.
  6. Remove common barriers. Offer flexible times, transit help, and childcare support where possible. Partner locally.

For me, equity work starts in the community and returns there. It also reaches beyond campus and compliance. This is one more way stakeholder assessment strengthens programs. When we listen and go to people, more students find a way in and through. We are still learning.