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1.
Community colleges occupy a growing role in the American education system. Their unique cross-section of students poses a challenge for teachers of political science. This paper uses information from a survey completed by over 2,000 students at 20 colleges and universities across the United States to shed light on some of the most significant differences between students at two- and four-year institutions. Most notably, students at two-year institutions are less interested in politics and political office than their counterparts at four-year institutions. This paper offers suggestions for narrowing this gap in the political science classroom.  相似文献   

2.
Providing high-quality mathematics instruction in the classrooms of the future is essential to the development of educated citizens and a competent workforce. W hile this need is growing, the United States is facing a critical teacher shortage. An estimated two million teachers are needed, and this situation will only worsen in the next decade. An increasing number of prospective teachers begin their college experience at two-year colleges, and many future elementary and middle school teachers take all of their college-level mathematics and science coursework at these institutions. Two-year colleges must be integrally involved in teacher recruitment and preparation. The National Science Foundation report Investing in Tomorrow's Teachers recommends two-year college involvement in teacher preparation, including recruitment of prospective teachers; strengthened undergraduate courses; preteaching experiences; liaisons between two-year colleges and four-year institutions; and connections with business, industry, and professional societies. The American Mathematical Association of Two-Year Colleges (AMATYC) has several strong teacher preparation activities and related guidelines. One successful model for two-year college involvement is the National Science Foundation-funded collaboration between Reynolds Community College and other two-year and four-year institutions in the area that has produced new and redesigned courses and a Teaching Apprentice Program. An emphasis on preparing prospective teachers to take licensure testing in mathematics is addressed through another program. A statewide initiative of the Virginia Community College System has produced a set of policy recommendations developed via a statewide task force and colloquium.  相似文献   

3.
Comparing the admissions selectivity of colleges on the basis of accept rates can be misleading because the quality of the applicant pool is ignored. However, many rate comparisons can be improved using the demographic technique of direct standardization. In this study, SAT-specific accept rates for about 200 private four-year colleges and universities in the United States were estimated and used to compute adjusted (standardized) accept rates. College-bound high school seniors who took the SAT verbal and mathematics examinations in 1986 formed the standard populations. Standard errors for the differences in adjusted accept rates between colleges were computed so that selectivity groupings of colleges could be constructed. Results showed that selectivity rankings changed substantially depending on whether crude or adjusted accept rates were used. Adjusted rates reduced the problems of comparing admissions selectivity among colleges whose applicant quality varied significantly.  相似文献   

4.
Students with learning disabilities (LD) from selected Midwest colleges and universities participated in a study to determine the differences between LD programs at community colleges and four-year institutions; the level of satisfaction with college LD programming; and the services most important to students. Focus groups were held at five institutions including two community colleges, two independent institutions, and one public university. Focus group participants included male and female students aged 16 to 56 years and enrolled in freshmen through graduate levels. The literature suggests that the focus of LD programs and the types of services vary between two-year and four-year institutions due to differences in missions and the characteristics of the students served. However, results from the data in the present study reveal that the types of LD services offered among the institutions participating in the research were quite similar, but the quality of services varied. Students at the large public university had difficulty getting note takers, books on tape and tutors, and obtaining adequate assistance from LD staff. Participants from the smaller community colleges and private colleges and universities considered the smallness of their institutions to be a benefit. The LD program was easily accessible and LD staff were always available. Although the participants in the study who had received LD services in high school believed the services at their college or university were comparable or better, existing programs need to be evaluated to identify services in need of improvement.  相似文献   

5.
With more than 12 million students enrolled in over 1,150 two-year institutions, enrollment at these institutions constitutes approximately 44% of all undergraduates in the United States. Despite this, research and prevention efforts related to drinking behaviors among college students attending two-year institutions are limited, with similar information regarding students at traditional four-year institutions readily available. This study sought to examine alcohol use patterns among students at a two-year college compared to a four-year institution. It was conducted at a large (20,000+ students), public, four-year institution and a medium (8,000+), public, two-year institution located in the same community. The Core Alcohol and Drug Survey, a 39-item instrument used by colleges and universities for assessing the nature, scope, and consequences of high risk drinking behaviors in college students, was administered to students at both a two-year (n = 581) and a four-year institution (n = 928) (Cremeens & Chaney, 2012).

The prevalence estimates of current alcohol use among students at the two-year institution in this study are comparable to national estimates for students attending four-year institutions (67.5% and 69.0%, respectively). Estimates of high-risk alcohol use at the four-year institution in this study were higher than national prevalence estimates for similar colleges. Current drinkers and binge drinkers at both institutions experienced the same negative consequences. While the study results provide insight into the need for alcohol prevention efforts at community colleges, there are important factors and practical considerations related to these efforts presented here for community colleges and administrators to contemplate.  相似文献   


6.
Using data from the National Education Longitudinal Study, 1988 (NELS: 88), this paper documents differences in the socioeconomic plans of students in two-year and four-year colleges. We found attendance at a two-year college led to a modest but statistically significant disadvantage in socioeconomic plans. However, the impact of attending a community college on educational and occupational goals are conditional rather than general. That is, the negative impact on socioeconomic plans of attending a two-year college held for women but not men. Finally, according to our research, the negative effect of attending a two-year college differed in magnitude by an individual's tested cognitive preparation. In particular, attending a two-year college significantly reduced subsequent socioeconomic plans only for students with relatively high precollege test scores.  相似文献   

7.
地方师范学院应紧紧抓住教师教育向大学层次转移的战略机遇，继续高扬教师教育旗帜，坚持师范性，以本科为主体，创新教师专业和相关专业，开拓新领域，谋求多层次发展，并不失时机地逐步向综合化迈进，才能和谐持续发展。  相似文献   

8.
The purpose of this study is to examine the independent and conditional effects of organizational culture type and level of mission agreement on the organizational effectiveness of four-year colleges and universities. While significant differences are found for both culture type and mission agreement, there are important conditional effects on two of the effectiveness measures. The implications of these findings for efforts to enhance the effectiveness of colleges and universities are discussed.An earlier version of this paper was presented at the annual meeting of the Association for the Study of Higher Education, Minneapolis, 1992.  相似文献   

9.
An increasing number of international Chinese undergraduate students enrolled in United States.colleges and universities in the past few years. Many began their journey in an intensive English program of a four-year university due to lack of English proficiency. Instead of continuing their study at the same institution, a considerable number of students transferred to community colleges for the language study. The purpose of this study was to explore the rational of these students reversely transferring from a four-year university to a community college and their learning experiences in both institutions. The findings of the study revealed both advantages and disadvantages of studying at each type of institution and provided recommendations to community colleges for better practice.  相似文献   

10.
The curriculum in postsecondary mathematics at the department, like the curricula in similar private institutions in Japan that teach information technology, must be reconsidered for many reasons. Students entering colleges and universities can no longer be expected to have the mathematics preparation for college-level courses. Computer science and other scientific fields are becoming more dependent on a mathematical base. Mathematics education in colleges must be reformed. In 2000, a new curriculum was initiated at the department. This article discusses the curriculum and provides, as an example, the outline of the reform project undertaken by the Department of Information and Network. When considering reform, it is important that any new courses that students take in the first two years of their program will be acceptable for credit at four-year colleges and universities. Such considerations were given when courses were developed at the department. Course outlines for Mathematical Literacy and Computer Mathematics I and II are provided.  相似文献   

11.
This paper examines the effect of policies that increase tuition at public four-year colleges while returning a substantial portion of the revenue to economically disadvantaged students in the form of increased financial aid awards. Such “redistributive fee increases” are demonstrated to have potentially important effects on the distribution of students choosing to attend in-state public four-year colleges. Specifically, if in-state public four-year net attendance costs increase by themselves high-test students are far more likely than low-test students to choose alternative paths while if the net attendance costs of alternative paths also increase Black and Hispanic students are most likely to choose alternative paths.  相似文献   

12.
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.  相似文献   

13.
This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 rural youth. We found that more than half of rural youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of rural youth.  相似文献   

14.
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15.
落实教学质量保证体系,提高工科毕业设计的教学质量   总被引：1，自引：0，他引：1  
应用型本科工科专业的毕业设计是整个教学过程中的一个重要的实践性环节,毕业设计的质量也是理工类高校教学质量的重要标志.在分析当前毕业设计质量状况的基础上,以提高应用型本科工科专业毕业生的工程设计能力、实践创新能力和综合素质为核心,以落实教学质量保证体系为抓手,以选题、指导、过程管理等方面作为主要监控项目,全面提高工科专业毕业设计的教学质量.  相似文献   

16.
阐述了新建本科院校在发展中，尤其在初创时期存在的困难及问题，并提出了相应的对策。  相似文献   

17.
新建本科院校要实现可持续发展,必须加强教学质量管理,要构建一套面向现代大学制度的教学质量保证体系,保证学校各类教育资源适应人才培养的需要,保证人才培养的全过程实现质量目标。本文提出了构建新建本科院校教学质量保证体系的基本思路。  相似文献   

18.
Several studies have reported a positive impact of increased academic momentum on transfer from community colleges to four-year institutions. This result may be due to selection bias. Using data from the Beginning Postsecondary Students dataset, I test whether taking more credits in the first year has an impact on transfer rates among bachelor's degree seeking students who begin at at community colleges. To test previous results, I estimate a dose-response function after balancing on the generalized propensity score, a relatively novel approach for estimating the effect of continuous treatments. I find that after balancing the sample on a rich set of covariates, the estimated dose-response function shows a linear relationship between credits taken and eventual transfer to a four-year college.  相似文献   

19.
By promoting articulation agreements between high schools and community colleges, Tech-Prep programs aim to smooth the transition to college for the middle majority of US high school students. This paper employs a family fixed effects approach to assess the effectiveness of Tech-Prep programs in increasing educational attainment. Using data from six rounds of the 1997 NLSY and controlling for both selection and within-family spillovers, I find that Tech-Prep programs help participants complete high school and encourage enrollment in two-year colleges. On the other hand, these gains come at the expense of four-year college enrollment, suggesting that Tech-Prep programs may divert students from four-year to two-year colleges in the years immediately following high school. While Tech-Prep programs appear to increase overall educational attainment, they may be falling short of their goal of promoting college enrollment among the middle majority.  相似文献   

20.
Abstract

In the past, preparation for the accounting profession consisted of either on-the-job training or formal education leading to the acquisition of a baccalaureate degree. In recent years, most practitioners entering the accounting field have graduated from a four-year academic program. The two-year accounting program has developed as an alternative to more traditional educational experience. Further, the literature suggests that there are employment opportunities for these two-year graduates.

The purpose of this study was to determine if the two-year accounting programs offered at Virginia community colleges were relevant in terms of the accounting duties actually performed on the job by graduates of these programs. Specifically, the study was aimed at identifying the skills taught in two-year programs and their relationship to the tasks performed by graduates of these programs.  相似文献   

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