Dr. Sandra Kiddoo, the President of Northland Community and Technical College in northwest Minnesota. Dr. Kiddoo studied stackable credentials as part of her PhD in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison (Go Badgers!).

Prior to her presidency in MN, Dr. Kiddoo was:

- Chief Academic Officer Chief Academic Officer at Hazard Community and Technical College in Kentucky

- Vice President of Academic Affairs at Mid-State Technical College in Wisconsin

- Associate Vice President of Instruction at the Wisconsin Technical College System

What is your experience with stackable credential. Please let us know. Because together we revolutionize education.

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Zahi Atallah and Chris Forde explore the possibilities associated with higher education adopting stackable credentials. This approach to scaffolded learning is not new, but it has not necessarily been widely implemented across higher education institutions.

Institutional ventures into stackable certificates have mainly focused on career technical education and workforce training. However, any form of learning may be built into stacks for as long as it is part of the design of the learning outcomes.

What are your experiences with stackable credentials? Drop us a word. Because together we can revolutionize education.

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Zahi Atallah and Chris Forde introduce the concept of the stackability of learning and certificates and its impact on completion and employability of students. Although not new, the implementation of stackable certificates seem to be stalling in higher education. But what are its value proposition and its impact on students and learning?

Stackable certificates are not just for Career Technical Education, they can be implemented in general education, transfer programs, and continuing education.

What are your thoughts on stackable education? Please share your thoughts with us. Because together we revolutionize education!

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Zahi Atallah and Chris Forde propose their thoughts on how to ensure that students could transfer their credits seamlessly and effectively from two-year to four-year institutions. It may be time to forgo incremental changes and start from scratch.

This conversation was triggered by reading an article in the Hechinger Report (https://hechingerreport.org/bachelors-degree-dreams-of-community-college-students-get-stymied-by-red-tape-and-its-getting-worse/)

If you were king for one day, what would you do fix transfer? Please share it with us and the world.

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Zahi Atallah and Chris Forde provide ideas on how to enhance the transfer of credits for students moving from a two-year college to a university. Perhaps it all starts by agreeing that lower division course curricula are more universal and equally rigorous. Perhaps it is by creating pathways with co-matriculation.

This conversation was spurred by a recent article on the topic in the Hechinger Report (https://hechingerreport.org/bachelors-degree-dreams-of-community-college-students-get-stymied-by-red-tape-and-its-getting-worse/)

What do you see as potential ways to improve the transfer of students? Drop us a line.

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Despite decades of efforts, and even some legislative efforts to mandate it, transferring credits from a community college to a university is not a always guarantee. Competition for students seems to play a large role in these decisions. But, at the end of the day, students and society may be disadvantaged.

The Hechinger Report published an article on the matter recently (https://hechingerreport.org/bachelors-degree-dreams-of-community-college-students-get-stymied-by-red-tape-and-its-getting-worse/).

Chris Forde and Zahi Atallah reflect on this concern and give their insights on the possible reasons and the significance of the matter.

What do you think? Please share your thoughts.

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Chris Forde and Zahi Atallah give their insights into how graduation rates may be enhanced nationally. How can we change the way we operate to increase graduation?

The answer is to always focus on the students and support their learning as well as the development of faculty and staff.

Be part of the education revolution. Give your thoughts.

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Zahi Atallah and Chris Forde address the need to support students to keep them on track for completion and graduation. When 33% of tow-year college students and 64% university students graduate, we seem to have issues.

After putting some of the statistics in context, we discuss the need to focus on keeping students on track. Guided Pathways helps set the framework for many of these elements. But what about the work and life pressures and realities? How can we see beyond the statistics to help the individual students?

Do you agree with our perspective? Please let us know your thoughts.

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Zahi Atallah and Chris Forde discuss college graduation rates. Nationally, about 33% of community college graduate within 3 years, and 64% of university students graduate in 6 years. Is this normal?

Part of our value proposition and promise to potential students is a graduation. Then, what is the context behind these lower graduation rates?

We care for your thoughts. Please share them with us. Because we need a movement to revolutionize education. And it starts with us learning from one another.

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Chris Forde and Zahi Atallah explore their ideas of what a master teacher does and how they do it to earn the title. The evidence shows that teachers who master their craft lead leaners to greater success.

Is a master teacher an innate talent or do we learn to become it? What could institutions do to support the growth of their teachers? What can teachers do themselves?

Please share your thoughts with us. Because together we revolutionize education.

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