More than ever, colleges and high schools are collaborating to meet their respective missions and to ensure they are contributing to the development of a strong and diverse talent pipeline.
Join our esteemed panelists for a closer look at three different models that are preparing high school students to reach for college opportunities.
We invite you to bring your ideas and questions to the discussion.
Assistant Vice President of Academic Transitions and Support, Ivy Tech Community College (IN)
Gwenn Eldridge most recently served as the Assistant Vice President of Academic Transitions and Support at Ivy Tech Community College, Indiana’s community college system. Her work has centered around increasing access through curriculum design—including co-requisite math and English—as well as the implementation of math pathways. Additionally, she led the implementation of Ivy Tech’s multiple measures placement and a technology-based solution for tutoring access and reporting. Her work in developmental education includes serving as president of the National Association for Developmental Education and as a content expert for Complete College America and NROC. Gwenn holds a bachelor’s and a master’s degree in English and is working to complete a doctoral degree in community college leadership. Her research focus is on the non-cognitive factors addressed by the co-requisite model of instruction.