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Introducing the Student Advisory Group for ‘Virginia Workforce Recovery: A Partnership to Strengthen G3’

Photo from above of students sitting at a table.
CCRC's first-ever formal student advisory group will incorporate the perspectives and experiences of students into the research on G3, Virginia's Community Colleges' workforce recovery initiative. The Advisory Group will also provide feedback on research design and initial findings and participate in disseminating the findings.

ARCC Network Survey Explores How Colleges Spent Federal Recovery Funds

Image of a row of students in a classroom.
During the pandemic, Congress appropriated more than $25 billion in Higher Education Emergency Relief (HEER) Funds to help community colleges and their students. How did colleges use these funds? What were the results of their spending and associated efforts? What remaining needs do they have, if any? The ARCC Network’s Survey of Pandemic Relief Spending and Recovery Strategies seeks to answer these questions.

FastForward and Get a Skill, Get a Job, Get Ahead (G3): System-Wide Strategies for Helping Adults Access Training and Earn Credentials

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Maria S. Cormier, Ariel Deutsch, and Betsy L. Tessler explore two Virginia Community College System programs for helping adults earn credentials that improve their labor market prospects and provide on-ramps to further education: FastForward and Get a Skill, Get a Job, Get Ahead (G3).

Student Perspectives on What Makes a Caring Campus: A Little Goes a Long Way

What do students consider important for creating a sense of welcome and belonging at college? Susan Bickerstaff, Selena Cho, Elisabeth A. Barnett, and Andrea Lopez Salazar spoke with students and found that relatively simple actions by faculty and staff can make a big difference.

How Do Dual Enrollment Course Characteristics Predict Course Outcomes and College Entrance?

As dual enrollment participation has expanded, so too have the types of programs and courses offered. Lauren Schudde and Wonsun Ryu discuss how differences in course set up have the potential to shape students’ dual enrollment experiences and overall course performance, as well as their subsequent college enrollment decisions.

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