CLASS: A Framework for Strategic Thinking and Actions during Academic and Workplace Transitions

Adam Denney; Sarah C. Williams; Danielle Dietz; Alysha Gray

doi:10.24926/jcotr.v31i2.5490

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Published

2024-12-04

Issue

Vol. 31 No. 2 (2024)

Section

Campus Notes

License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.

How to Cite

Denney, A., Sarah C. Williams, Danielle Dietz, & Alysha Gray. (2024). CLASS: A Framework for Strategic Thinking and Actions during Academic and Workplace Transitions. Journal of College Orientation, Transition, and Retention, 31(2). https://doi.org/10.24926/jcotr.v31i2.5490

CLASS: A Framework for Strategic Thinking and Actions during Academic and Workplace Transitions

Adam Denney

East Carolina University STEPP Program

Sarah C. Williams

Office of Faculty Excellence, East Carolina University

Danielle Dietz

STEPP Program, East Carolina University

Alysha Gray

College of Education, East Carolina University

DOI: https://doi.org/10.24926/jcotr.v31i2.5490

Keywords: Learning Disabilities, Post-Secondary, Academic Strategies, Retention, Persistence

Abstract

The CLASS framework is a versatile tool college students can use when learning how to proactively and intentionally navigate new educational and work environments. It provides a concrete strategy for strategic thought processes, routines, and dialogues that can be adapted to fit different student support models.

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