Sinclair Community College and the College and Career Transition Initiative

The College and Career Transition Initiative (CCTI), a project funded by OVAE and administered in collaboration with the League for Innovation surrounded by the Community College, is designed to enhance the role of the community colleges in easing student transitions between subsidiary and postsecondary education. This occur as community colleges and their secondary partner improve the alignment of subsidiary and postsecondary programs, particularly contained by high-growth career field.

Sinclair Community College, one of the CCTI partnership sites, is beginning to see the positive impact of this initiative in its Science, Technology, Engineering and Mathematics (STEM) program. Sinclair be already in the process of building on and transforming an existing engineering technology tech-prep pathway, which was established contained by the early 1990s. With the aid of the partnership, Sinclair's STEM program now begin at grade 11 and culminates in any an AS degree contained by Engineering Science or an AAS degree next to a major contained by one of 16 Engineering and Industrial Technologies Division programs. All degree programs own either dual enrollment or articulation agreements through baccalaureate degree at a variety of four-year institutions.

Using the CCTI model have made a measurable difference for students who are newly entering the college. In the most recent graduate classes from five high school, 66 students enrolled within the program and 44 matriculated at Sinclair. Out of this group, less than 7% needed developmental math, reducing by partially the number of students needing this type of remediation.

According to Ron Kindell, the CCTI Project Coordinator at Sinclair, "The charge [to community colleges] have to be much more expansive, especially regarding math keenness." For his school, have such a charge from CCTI opened a direct conversation near Sinclair's developmental math teachers, the math stool, and the high institution faculty to develop new strategies for working together to ensure successful inferior to postsecondary transitions.