
In Another Opinion 11/7/2021
Season 5 Episode 21 | 28m 59sVideo has Closed Captions
Peter Wells interviews Dr. Sylvia Spears from College Unbound.
Host Peter Wells interviews Dr. Sylvia Spears from College Unbound, a Providence-based nonprofit college helping low-income adults re-enter college to earn their Bachelor's Degree.

In Another Opinion 11/7/2021
Season 5 Episode 21 | 28m 59sVideo has Closed Captions
Host Peter Wells interviews Dr. Sylvia Spears from College Unbound, a Providence-based nonprofit college helping low-income adults re-enter college to earn their Bachelor's Degree.
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Learn Moreabout PBS online sponsorship>> SOMEONE GAVE, SOMEONE DONATED, SOMEONE LEFT A LEGACY.
HOW DO YOU THINK THEM?
-- THANK THEM?
BY LEAVING YOUR OWN DONATION.
WE CAN HELP.
PETER: WELCOME TO ANOTHER ED ITION OF IN ANOTHER OPINION.
I AM YOUR HOST, PETER WELLS.
MY GUEST TODAY IS DR. SYLVIE SPEARS.
SYLVIE: VICE PRESIDENT OF ADMINISTRATION AND INNOVATION.
PETER: I LOVE TITLES.
I WANTED YOU TO COME IN AND GIVE ME YOUR TAKE ON COLLEGE UNBOUND 'S PROGRAM, ITS NEED, IT'S RESULTS, HOW SUCCESSFUL IT IS AND WHAT IS THE FUTURE LIKE?
SYLVIE: COLLEGE UNBOUND IS ALREADY HERE.
IT HAD SOME EARLY BEGINNINGS AND HAS BEEN CHUGGING ALONG.
IN RECENT YEARS, IT IS STARTING TO ESTABLISH ITSELF AS A COLLEGE SPECIFICALLY DESIGNED TO MEET THE NEEDS OF ADULT LEARNERS AND CREATE A PATHWAY TO DEGREE COMPLETION.
WHAT WE KNOW IS THAT THE RATE OF PEOPLE IN RHODE ISLAND IS NOT WHAT COMMUNITY MEMBERS OR GOVERNMENT OFFICIALS WANT.
WE KNOW THERE IS A BODY OF STUDENTS OF ALL AGES WHO HAVE ATTEMPTED COLLEGE AND FOR WHATEVER REASON DID NOT PERSIST.
THEY DID NOT END UP WITH THAT DEGREE.
COLLEGE UNBOUND'S NICHE IS ABOUT MEETING THE NEEDS OF THOSE FOLKS WHO ATTEMPTED COLLEGE, DROPPED OUT, STOPPED OUT OR HAD LIFE GET IN THE WAY.
FOR COMMUNITIES OF COLOR, WE KNOW THAT IS OFTEN FINANCES, THERE IS CHILDREN, WORK RESPONSIBILITIES.
COLLEGE UNBOUND HAS CREATED A DISTINCT PROGRAM AND FORMAT THAT ALLOWS THOSE PEOPLE TO HAVE ACCESS TO HIGHER EDUCATION SO THEY CAN COMPLETE THEIR DEGREES.
PETER: HIS COLLEGE UNBOUND ACCREDITED -- IS COLLEGE UNBOUND ACCREDITED?
SYLVIE: IT IS.
IT HAD TO MEET THE SAME RIGOROUS STANDARDS.
WHEN YOU GO TO COLLEGE UNBOUND, THE QUALITY OF THE DEGREE IS THE SAME AS IF YOU WERE TO ANY OTHER COLLEGE IN THE STATE.
PETER: THAT MEANS THAT CREDITS AT COLLEGE UNBOUND IF ONE WERE TRANSFERRING, THOSE CREDITS MIGHT BE TRANSFERABLE.
SYLVIE: ABSOLUTELY.
EVEN MORE IMPORTANTLY IS DUE THE CREDITS FROM C CRI OR ANY OTHER TRANSFER TO COLLEGE UNBOUND?
BECAUSE CU'S GOAL IS TO CREATE COMPLETION.
WE OFTEN HAVE PEOPLE COMING WITH CREDITS AND JUST HAVE NOT FINISHED.
IT IS A RIGOROUS REVIEW PROCESS TO CHECK AND SEE BUT WE ARE LOOKING TO SEE IF THEY HAVE CREDITS THAT MIGHT FULFILL SOME OF OUR CORE REQUIREMENTS.
DO THEIR CREDITS FILL ELECTIVES?
DO THEIR CREDITS INDICATE THEY HAVE DONE SOME EXPERIENCE OR HAD SOME WORK IN THE FIELD THAT IF ASSESSED APPROPRIATELY COULD ALSO PUSH THEIR DEGREE COMPLETION FORWARD.
WE SPENT SOME TIME POURING -- SPEND SOME TIME POURING OVER STUDENT TRANSCRIPTS SO WE CAN HELP THEM WITH THAT LAST PUSH.
PETER: I WENT TO A PROGRAM VERY SIMILAR ABOUT 30 YEARS AGO OR 40 YEARS AGO.
IT WAS ANTIOCH UNIVERSITY.
I OBTAINED A MASTERS DEGREE FROM ANTIOCH WHICH IS NOW CAMBRIDGE COLLEGE.
SYLVIE: IT IS THAT KIND OF INNOVATION THAT I THINK IS REALLY IMPORTANT IN THIS KIND OF LANDSCAPE.
-- HIGHER ED LANDSCAPE.
WE KNOW THAT SOME STUDENTS NO MATTER HOW TALENTED THEY ARE, NO MATTER WHAT, THE ENVIRONMENT, THE CULTURAL CONTEXT DOES NOT WORK FOR THEM.
THE FINANCES.
PETER: THAT IS A GOOD ONE.
SYLVIE: I WAS FORTUNATE ENOUGH TO SEND BY SUN TO CONNECTICUT COLLEGE.
-- THAT IS 65 OR 70 GRAND PER YEAR.
YOU LOOK AT THE EXPENSE THAT A COLLEGE DEGREE AT A PRIVATE INSTITUTION, NOT EVEN AN IVY LEAGUE WILL COST A STUDENT A QUARTER OF A MILLION DOLLARS.
IT IS PROHIBITIVE FOR MOST AMERICANS AND CERTAINLY FOR MOST COMMUNITIES OF COLOR.
COLLEGE UNBOUND IS COMMITTED TO CREATING AN ENVIRONMENT FOR STUDENTS THAT ALLOWS THEM TO THRIVE INSTEAD OF SURVIVE, BE WELL SUPPORTED BY THE COLLEGE IN WAYS THAT GO ABOVE AND BEYOND WHAT OTHER COLLEGES ARE DOING AND HAVE IT BE AFFORDABLE.
PETER: THE SCHOOL IS SELF-SUFFICIENT BASED ON JUST TUITIONS?
SYLVIE: TUITIONS, GRANTS, DONORS.
IT IS THE SAME PROFILE AS OTHER COLLEGES.
FEDERAL FINANCING SUPPORTS A LOT OF THE TUITION.
PELL GRANT ALSO HELP TO SUPPORT STUDENTS.
WE LOOK THROUGH SCHOLARSHIPS TO BRIDGE THE GAP BETWEEN FEDERAL AND STATE AID.
AND TO REDUCE THE AMOUNT OF DEBT OR OUT-OF-POCKET COSTS.
EVERY COLLEGE NEEDS REALLY SUPPORTIVE DONORS, CORPORATIONS.
PETER: ALUMNI.
SYLVIE: YES, WE ARE GROWING THE ALUMNI BASE.
WE ARE DOING ALL OF THAT STUFF TO ENSURE THAT THE COLLEGE THRIVES AND WE CAN SUPPORT STUDENTS APPROPRIATELY.
PETER: HOW MANY TYPES OF DEGREES DOES CU OFFER?
SYLVIE: UNLIKE MOST COLLEGES, WE HAVE ONE MAJOR AND IT IS ORGANIZATIONAL LEADERSHIP AND CHANGE.
BECAUSE THAT APPLIES TO ALMOST ANY FIELD ANYBODY COULD WANT TO GO IN AND EMPLOYERS ARE TELLING US THEY ARE LOOKING FOR PEOPLE WHO HAVE LEADERSHIP SKILLS, ANALYTICAL SKILLS, WHO CAN CRITICALLY THINK AND WRITE.
WITHIN THAT, THERE IS AN IMPLICATION ABOUT WE WANT PEOPLE WHO WANT TO BE MOVERS AND SHAKERS, WHO WILL CREATE CHANGE FOR THEIR FAMILIES, COMMUNITIES AND THE WORLD.
THE MAJOR ALLOWS THAT TO HAPPEN.
IT IS SUPPLEMENTED WITH PIECES OF STUDENT DRIVEN CURRICULUM AND THE MAJOR PROJECTS THAT THE STUDENTS TAKE ON THAT THEY CULTIVATE OVER THEIR TIME AT CU.
THOSE MAJOR PROJECTS ARE NOT JUST AN ESOTERIC THING ON THE SIDE.
IT IS SOMETHING THEY WANT TO DO THAT WILL CHANGE THEIR COMMUNITY.
SOME STUDENTS BUILD MENTORING PROGRAMS AND GET IMPLEMENT IT OR THEY DECIDE THAT -- IF THEY HAD A FAMILY MEMBER THAT LOST THEIR LIVES TO DIABETES, THEY WILL LAUNCH A DIABETES AWARENESS PROGRAM IN THEIR COMMUNITY.
WE HAVE PEOPLE DO PROJECTS BASED ON HOMES IN URBAN AREAS WHERE THERE IS NO LEAD IN THE WATER AND ARE NOW PART OF THE RHODE ISLAND COALITION FOR DE-LETTING -- DE-LEADING OUR HOMES AND COMMUNITIES.
PETER: AND YOU STAY IN TOUCH WITH THEM?
SYLVIE: ABSOLUTELY.
IT IS ONCE THEY BECOME CU STUDENTS, WE DON'T LET THEM GO AND MANY OF THEM BECOME ALUMNI MENTORS.
PART OF THE PROGRAM BECOMES A COHORT.
WHILE THEY ARE GOING THROUGH THEIR COURSEWORK, THEY HAVE PEERS.
THIS GROUP OF PEERS STAYS TOGETHER.
THEY PUSHED EACH OTHER, THEY URGE EACH OTHER, THEY PICK EACH OTHER UP WHEN THERE IS A CHALLENGE, THEY WILL LITERALLY PICK EACH OTHER UP.
I DON'T HAVE A CAR TODAY, I NEED TO GET THE CLASS.
A COHORT WILL ACTUALLY COME AND PICK THEM UP.
THE ALUMNI WORK WITH THE FACULTY AND STUDENTS.
PETER: WHERE IS IT LOCATED?
SYLVIE: AT THE MET.
WE HAVE A WONDERFUL SYMBIOTIC RELATIONSHIP WITH THE MET.
THIS IS ONE OF THE FOUNDERS ALONG WITH ADAM BUSH ALONG WITH COLLEGE UNBOUND.
WE HAVE SOME SPACE THERE IN THE OFFICE BUILDING.
MET SCHOOL STUDENTS LEAVE AT 3:30 OR 4:00 AND OUR STUDENTS COME AT 5:30 AND WE HAVE A TAKEOVER OF THE JUSTICE BUILDING.
PETER: CAN ANYONE AUDIT ONE OF THE PROGRAMS?
SYLVIE: ONE OF THE WONDERFUL THINGS ABOUT CU IS WHEN THE CLASS STARTS AND NO ONE DARE KNOCK ON THE DOOR AT COLLEGE, IT IS A MUCH MORE OPEN EXPERIENCE.
VISITORS COME, COMMUNITY MEMBERS, AND WILL SIT IN THE COHORT TO SEE WHAT IS GOING ON.
WE DO EXHIBITIONS OF STUDENT PROJECTS.
THAT IS ALL HANDS ON DECK.
AGENCY SPONSORS WILL APPEAR.
IT IS RARE FOR A CLASS TO OPERATE IN ISOLATION.
IT IS A PRETTY OPEN ENVIRONMENT.
OPEN INVITATION TO YOU TO COME AND SIT IN CLASS AT ANY TIME.
PETER: HOW IS THE PROGRAM SUCCESS MEASURED?
SYLVIE: WE USE SOME OF THE SAME METRICS THAT ANY OTHER COLORS WOULD.
-- COLLEGE WOULD.
OUR GRADUATION RATE IS ABOUT 80% .
SOME OF THE HIGHEST COLLEGES, THE NATIONAL AVERAGE IS 40%.
THERE ARE SOME COLLEGES THAT ARE 80 OR 90 BUT THOSE ARE OFTEN VERY ELITE COLLEGES SO FOR A SMALL COLLEGE THAT HAS SOME OF THE MOST ENVIRONMENTALLY CHALLENGED STUDENTS, TALENTED BUT THEY ARE DEALING WITH A LOT, TO HAVE A GRADUATION RATE AT 80 SOMETHING PERCENT IS PHENOMENAL.
IT IS ALL ABOUT THE QUALITY OF RELATIONSHIPS.
THEY HAVE THE SMARTS, IT IS JUST WHO HAS THEIR BACK TO SUPPORT THEM.
THINGS LIKE GPA AND GRADUATION RATE.
WE LOOK AT WHETHER OR NOT THOSE PROJECTS THEY WORK ON ARE ACTUALLY IMPLEMENTED AND WHETHER THOSE PROJECTS HAVE AN IMPACT ON THE COMMUNITY.
IT IS NOT SIMPLY DID THEY GET OUT AND GET A DEGREE BUT DID THEY GET OUT, GET A DEGREE AND ARE THEY MAKING A DIFFERENCE?
WE ALSO LOOK AT WHETHER THEIR PROSPERITY HAS SHIFTED.
PETER: THAT IS IMPORTANT.
SYLVIE: ABSOLUTELY, THERE IS A WONDERFUL STORY.
WE HAVE A RECENT GRAD WHO WAS IN A TEACHING ROLE AT ONE OF THE YMCAS.
THEY WERE MAKING A SALARY COMMENSURATE WITH SOMEBODY WITHOUT A DEGREE.
WITHIN A COUPLE OF WEEKS, THE STUDENT GRADUATED, THEIR SALARY WAS ALMOST DOUBLED AND INSTEAD OF A TEACHER'S ASSISTANT, THEY BECAME A FULL TEACHER.
THAT PULLS SOMEBODY OUT OF A REALLY DESPERATE SITUATION INTO MORE COMFORT.
THAT IS ANOTHER WILL -- ANOTHER ONE OF THE WAYS WE LOOK AT HOW TO MEASURE.
DO PEOPLE AND UP WITH HIGHER LEVEL POSITIONS?
DO THEY HAVE UPWARD MOBILITY?
WE ARE SEEING THAT STUDENTS DO.
WE WILL CONTINUE TO MEASURE HOSE KINDS OF THINGS.
20% OF STUDENTS GO ON TO GRADUATE SCHOOL.
THAT IS NOT OUR GOAL BUT IT IS FANTASTIC.
WE EVEN HAD SOME STUDENTS ASK US IF WE WERE GOING TO EXPAND AND DO A GRADUATE PROGRAM.
IT IS NOT OUR HIGHEST PRIORITY BUT IT IS THERE.
WE WILL SEE WITH THE NEED IS IN THE FUTURE.
PETER: EDUCATION IS THE KEY TO SUCCESS IN THIS COUNTRY.
IN A DEMOCRACY.
AS LONG AS WE HAVE A DEMOCRACY WHICH IS SOMEWHAT IN JEOPARDY RIGHT NOW CONSIDERING WHAT IS GOING ON IN THE COUNTRY AND THE POLARIZATION BUT EDUCATION IS THE KEY TO KEEPIN THAT FROM HAPPENING AND AT THE SAME TIME, PROGRESSING AND IMPROVING THE ENVIRONMENT IN THE COUNTRY.
DO PEOPLE COME TO COLLEGE UNBOUND AS A FRESHMAN AND KNOW FOR YEARS?
-- GO FOR YEARS?
NOW THEY'RE COMING TO DISCONTINUE.
IS IT A FULL TWO-YEAR OR FOUR-YEAR PROGRAM?
>> GENERALLY PEOPLE ARE COMING WITH SOME CREDIT.
IT MAY NOT BE A RANGE OF CREDITS BUT MAYBE THEY WENT TO URI OR SEE CRI AND DID A SEMESTER AND THEN STOPPED.
THEN MAYBE THEY DID A SEMESTER, DID WELL IN SOME CLASSES AND DID NOT DO WELL IN OTHERS.
THEY HAD SOME STUDENTS FINISH ALMOST AN ENTIRE DEGREE AT ANOTHER INSTITUTION.
80 CREDITS AND THEN SOMETHING HAPPENED IN THEIR LIVES.
IT IS REALLY CRITICAL FOR US TO MEET STUDENTS WHERE THEY ARE.
A STUDENT WHO LOOKS MORE LIKE A TRADITIONAL AGED STUDENT OR THE STUDENT IS -- WHO IS 65 AND DECIDED I ALWAYS WANTED TO FINISH THAT DEGREE.
>> THAT ENTERS ANOTHER QUESTION I WAS GOING TO ASK YOU.
THERE IS NO AGE REQUIREMENT.
SYLVIE: NOW.
-- NO.
THE AVERAGE AGE IS MID 30'S.
WE HAVE SOMEONE WHO WAS RETIREMENT AGE WHO FINISHED THEIR DEGREE I THOUGHT THAT WAS REALLY POWERFUL.
PETER: THAT SHOULD BE TALKED ABOUT MORE.
IF MORE OLDER MEMBERS OF THE COMMUNITY BECAME EXCITED ABOUT EDUCATION AND GOING BACK TO SCHOOL, IT SETS THE EXAMPLE FOR THE YOUNGER PEOPLE TO SAY WHY WOULD THEY WANT TO DO THAT AT THAT AGE?
I GUESS IT IS IMPORTANT.
SYLVIE: WE HAVE ENROLLED THREE PEOPLE IN A REALLY UNIQUE SITUATION.
MOM RETURNING, DAD RETURNING AND THEIR COLLEGE AGE SON RETURNING.
ALL AT CU.
IT REALLY IS A FAMILY AFFAIR.
THEY ARE STUDYING TOGETHER.
WE ARE ALSO SEEING THAT PARENTS WITH SCHOOL AGED CHILDREN ARE NOTICING A DIFFERENCE IN THE WAY THEIR SCHOOL AGE CHILDREN ARE THINKING ABOUT LEARNING.
ON SUNDAY, MOM OR DAD IS SITTING AT THE DINING ROOM TABLE DOING HOMEWORK AND THEY ARE DOING HOMEWORK SIDE-BY-SIDE.
PETER: THAT IS FANTASTIC.
SYLVIE: IT DOES CHANGE OF FAMILY.
PETER: IT CHANGES THE PROJECTOR HE -- PROJECTOR -- TRAJECTORY.
AS A SEGWAY -- HOW DOES ONE COME FROM EMERSON?
IT IS A WORLD-RENOWNED SCHOOL.
TO TAKE OVER COLLEGE UNBOUND, GROWING, NEW CONCEPT?
SYLVIE: SOMETIMES I ASK MYSELF THAT.
THAT IS A GOOD QUESTION.
BUT ALL OF MY TIME IN HIGHER EDUCATION FROM THE TIME I STARTED AT URI.
THROUGH MY TIME AT DARTMOUTH COLLEGE IN NEW HAMPSHIRE, THROUGH EMERSON, I HAVE ALWAYS BEEN WORKING TO CREATE AN EDUCATIONAL ENVIRONMENT THAT WORKS FOR ALL STUDENTS.
WE KNOW SOME PREDOMINANTLY WHITE COLLEGES DON'T WORK FOR STUDENTS OF COLOR OR STUDENTS FROM OTHER BACKGROUNDS THAT ARE NOT IN THE MAJORITY.
I HAVE BEEN WORKING TO CREATE INSTITUTIONAL CHANGE FOR YEARS.
PART OF WHAT I HAVE BEEN SAYING DURING THAT TIME IS THAT -- CAN YOU CHANGE THEM?
ARE YOU CHANGING AROUND THE EDGES OF AN INSTITUTION?
CAN YOU CHANGE THE FUNDAMENTAL CORE OF AN INSTITUTION?
THEY DO CALL THEM INSTITUTIONS FOR A REASON.
IS THE BEST OPPORTUNITY TO DO THAT TO START FROM SCRATCH?
I HAVE BEEN PONDERING THIS QUESTION FOR MOST OF MY CAREER.
AND THEN -- SEE YOU CREATED A CURRICULUM DESIGNED FOR THOSE STUDENTS THAT I HAVE BEEN TRYING TO CREATE SYSTEMIC CHANGE FOR THE PAST 30 YEARS FOUR.
-- FOR.
I THOUGHT WHAT DO I WANT TO DO WITH THE REST OF MY CAREER?
I CAN CONTINUE TO SUPPORT COLLEGES THAT ARE ALREADY THRIVING AND TRY TO PUT BAND-AIDS ON THEM OR I CAN TAKE MY TIME, MY TALENT, MY ENERGY, MY COMMITMENT TO A PLACE LIKE CU .
I BELIEVE IT HAS THE POTENTIAL TO MAKE A DIFFERENCE IN THE LIVES OF STUDENTS ACROSS THE COUNTRY.
PETER: I THINK THE FUTURE OF EDUCATION WILL BE MORE SITUATIONS LIKE CU.
I THINK THIS PANDEMIC WE HAVE JUST GONE THROUGH HAS BEEN AWAKE ALL FOR EDUCATORS BECAUSE THINGS ARE DIFFERENT NOW.
TEACHING ONLINE AT HOME DURING COVID, I THINK YOU TOLD A LOT OF PEOPLE THERE ARE OTHER WAYS OF EDUCATING PEOPLE, EVERYBODY IS NOT HAPPY WITH THIS BUT NOT EVERYBODY IS HAPPY WITH THE WAY IT HAS BEEN.
GOING FORWARD, I SEE ECONOMIC GAINS, WE HAVE OLD SCHOOL BUILDINGS THAT ARE POURING MILLIONS OF MILLIONS OF DOLLARS IN EVERY YEAR JUST TO KEEP THEM STANDING.
WHAT SHOULD WE BE DOING WITH THAT MONEY INSTEAD OF TRYING TO RE-OUTFIT THIS?
HOPEFULLY PEOPLE WILL START DOING SOME OF THESE THINGS ACROSS THE COUNTRY IF THEY ARE SERIOUS ABOUT EDUCATION.
WHEN YOU TALK ABOUT THE ONE PROGRAM THAT CU HAS, IT IS TO BUILD THIS LEADERSHIP.
THEY CAN TAKE THAT INTO THE PRIVATE SECTOR.
IT IS IMPORTANT BECAUSE ONE OF THE THINGS WE LACK IN THIS COUNTRY ARE GOOD LEADERS.
I THINK THE LAST EIGHT YEARS OR SHOW -- OR SO HAVE TAUGHT US THAT.
WHAT YOU'RE DOING AT CU IS FANTASTIC AND I THINK IT NEEDS TO BE EXPANDED UPON.
ALMOST LIKE CHARTER SCHOOLS.
HOW WOULD THAT WORK?
SYLVIE: IT IS AN INTERESTING MODEL THAT CU HAS.
IT HAS CO-WEB-BASED, IN PERSON, SOMETIMES PLACE BASED.
WE HAVE A COHORT IN NEWPORT BECAUSE PEOPLE IN NEWPORT ARE DISINCLINED TO MAKE THEIR WAY TO PROVIDENCE ON A TUESDAY NIGHT.
WE GO WHERE YOU ARE.
IF YOU WORK FOR A NONPROFIT ORGANIZATION AND YOUR ORGANIZATION IS COMMITTED TO SUPPORTING THE EDUCATION OF ITS STAFF, CU WILL DELIVER THE COHORT IN THE CONFERENCE ROOM AFTER THE WORKDAY.
PETER: HOW DO YOU DEVELOP THE COHORTS?
SYLVIE: AS STUDENTS APPLY, THEY ARE ALL KINDS OF ASSESSMENTS, READING ASSESSMENTS, WHERE THEY ARE IN THE PLACEMENT OF THE PROGRAM AND THEN WE TRY TO CREATE A COMMUNITY OF PEOPLE WHERE THERE IS SOME SHARED INTERESTS.
NOT THAT THERE ISN'T THE WONDERFUL OF DIVERSITY OF THOUGHT AND PERSPECTIVE.
YOU PULL PEOPLE TOGETHER.
THE COHORT AND PEOPLE COME THROUGH -- COME IN TOGETHER AND GO THROUGH THE PROGRAM TOGETHER.
YOU CAN ACTUALLY TAKE THE MODEL THAT WE HAVE THAT INCLUDES COHORT, CO-INSTRUCTIONAL COURSES, COMPETENCIES AND PRIOR LEARNING ASSESSMENT AND DELIVER IT AT 325 PUBLIC STREET, DELIVER IT DOWNTOWN, DELIVER IT IN NEWPORT, DELIVER IT SOMEWHERE ELSE.
WE ARE EXCITED BECAUSE WE ARE GOING TO LAUNCH TWO COHORTS IN CAMDEN AND PHILADELPHIA.
THEY WILL BE MUCH MORE ONLINE.
THEY WILL HAVE THE SAME PROGRAM, THE SAME SUPPORT RIGHT OUT OF 325 PUBLIC STREET.
BUT THE COHORT WILL BE ON THE GROUND IN PHILADELPHIA.
PETER: FANTASTIC.
SYLVIE: IT IS PRETTY EXCITING.
WE HOPE TO NOT ONLY DO THE GOOD WORK OF HAVING A POSITIVE IMPACT ON THE STUDENTS THAT ARE AT CU -- PART OF CU'S COMMUNITY BUT TO HAVE OTHER EDUCATORS.
OTHER EDUCATORS START TO SCRATCH THEIR HEAD AND WONDER HOW WE CAN INNOVATE.
WE KNOW HIGHER EDUCATION WORKS GREAT FOR SOME STUDENTS.
PETER: YES.
SYLVIE: THAT IS NOT EVERYBODY.
AND THE FASTEST GROWING POPULATIONS OF STUDENTS IN THE COUNTRY ARE ACTUALLY NOT MAJORITY WHITE.
THEY ARE STUDENTS OF COLOR.
LARGELY, WOMEN OF COLOR AND OFTEN LATINAS.
PETER: WE NEED TO PREPARE FOR THAT CHALLENGE.
AS TECHNOLOGY CHANGES, IT IS CHANGING PLACES AND CHANGING HOW WORK IS BEING DONE AND WHAT KIND OF WORK IS GOING TO BE DONE.
ALL OF THIS COMING TOGETHER, MERGING ALL AT ONE TIME IS A TREMENDOUS DREAM IN THE DEVELOPMENT OF THIS COUNTRY.
PETER: WHAT MIGHT IT MEAN -- SYLVIE: WHAT MIGHT IT MEAN TO TAKE ALL OF THOSE RESOURCES THAT GO INTO BUILDINGS AND ACTUALLY PUT THOSE RESOURCES INTO SUPPORTING STUDENTS?
PETER: IT WOULD BE GREAT.
SYLVIE: IT WOULD CHANGE THE PROFILE.
THE STUDENTS WE SEE AT CU ARE EXTRAORDINARY.
THEY REALLY ARE.
THEY MAY JUST HAVE LIFE CIRCUMSTANCES THAT MAKE IT HARD FOR THEM TO SAY I AM GOING TO TAKE TIME OUT WHEN WE KNOW IT IS SO CRITICALLY IMPORTANT.
IF WE CAN HAVE SOCIAL SERVICES SUPPORT, WE CAN CONNECT THEM TO RESOURCES.
WE CAN MAKE SURE THEY HAVE PEOPLE WHO ARE IN THEIR CHEERLEADERS -- WHO ARE CHEERLEADERS IN THEIR CAMP.
AT CU, THE STAFF SHOWS UP.
PETER: IT WILL BE HOLISTIC.
SYLVIE: ABSOLUTELY.
THERE WAS A STUDENT THAT WAS GOING TO COME TO SEE YOU AND HAD SOME CHALLENGES WITH THE LANDLORD.
THEY HAD TO MOVE.
THEY SAID I CAN'T COME.
THREE CU STAFF MEMBERS CONVERGED ON HIS HOME AND HELPED HIM MOVE AND A PLACE TO LIVE AND HE CONTINUED WITH HIS EDUCATION.
PETER: WE ARE RUNNING OUT OF TIME, A HALF HOUR GOES BY SO FAST.
WE WILL HAVE TO HAVE YOU COME BACK.
BECAUSE WE HAVE RUN OUT OF TIME, I WANT TO THANK DR. SYLVIA SPEARS.
GIVE US YOUR OPINION ON FACEBOOK.
WE WANT YOU TO HAVE A GREAT DAY AND THINK ABOUT THAT IMPROVED EDUCATION COMPLETION AT COLLEGE UNBOUND.
THANK YOU.
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