College Access Literacy with a FOCUS on Key Transition Knowledge for Historically Underrepresented Students and Their Educators

Authors

Molly S. Dunn, Notre Dame of Maryland UniversityFollow
Stephanie L. Savick, Notre Dame of Maryland UniversityFollow
Rachel E. Durham, Notre Dame of Maryland UniversityFollow

Abstract

In this article, we present a programmatic model to develop College Access Literacy (CAL) among both students and educators. University faculty developed a six-module curriculum delivered through existing Professional Development School partnerships in afterschool seminars for high school juniors and separate class periods for other high school students. Professional development sessions were also delivered by content experts to high school educators and faculty who were paired to co-teach the curriculum. The program was implemented in three high schools that primarily serve historically underrepresented students. CAL topics, intended to provide students with knowledge and strategies for college access success, included college selection, college admissions, financial aid, student life, student support services, and academic advising. We analyzed post-session/class/professional development survey responses from students and educators regarding the usefulness of sessions and content, and ratings of how confident respondents felt about their ability to use and/or apply the information going forward. Results suggest the program holds great promise for providing the culturally specific knowledge students and their teachers need to achieve success. Furthermore, we propose CAL-specific skills as worthy of an educator professional development emphasis moving forward.

Recommended Citation

Dunn, Molly S.; Savick, Stephanie L.; and Durham, Rachel E. (2025) "College Access Literacy with a FOCUS on Key Transition Knowledge for Historically Underrepresented Students and Their Educators," Journal of College Access: Vol. 10: Iss. 2, Article 5.
Available at: https://scholarworks.wmich.edu/jca/vol10/iss2/5