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1.
Gary Hodge Ted Lewis Kim Kramer Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690
American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community. 相似文献
2.
Dusty D. Jenkins 《American journal of sexuality education》2017,12(1):20-34
Implementing service learning into college courses has been shown to have positive benefits for both students and community members; however, service learning has not been largely evaluated in the literature on human sexuality courses. Thus, the purpose of the current study was to design, implement, and evaluate a service learning project in a human sexuality class. Students who were enrolled in a human sexuality class designed and delivered two outreach presentations at their university as part of their service learning projects. The presentations were geared toward other college students with specific majors (i.e., future teachers and athletic coaches) and focused on areas related to child and youth sexuality. Overall, the service learning projects garnered positive support from both the students and the attendees at the presentations. Thus, results suggest that service learning is a useful pedagogical tool that college level instructors might consider implementing into their human sexuality courses. 相似文献
3.
Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
4.
This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence. 相似文献
5.
Melinda Mechur Karp Julia Raufman Chris Efthimiou Nancy Ritze 《Community College Journal of Research & Practice》2013,37(1):42-55
ABSTRACTIn response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that their impact fades over time. This article examines Bronx Community College’s efforts to restructure their student success course into a First Year Seminar (FYS) that integrates college orientation activities, disciplinary content, and academic success skills. The course emphasizes student-centered pedagogies in order to encourage learning that persists beyond the semester of participation. We use mixed methods to assess the early outcomes of students in FYS courses and understand whether and why the course’s impact has the potential to be sustained. Using propensity score matching to compare 1,138 FYS participants to 1,138 similar nonparticipants, we find early evidence that the FYS approach leads to positive outcomes, including higher grade point averages (GPA) and earning more credits. Using classroom observations (N = 40), instructor interviews (N = 10), and interviews with participants (N = 27), we find that FYS appears to facilitate student-centered, contextualized, and applied learning, thereby helping students apply their FYS-related skills in future courses. This study has implications for reforming student success courses in a way that achieves long-term positive student outcomes. 相似文献
6.
Angelica M. G. Palacios J. Luke Wood 《Community College Journal of Research & Practice》2016,40(8):643-655
The spread of online courses and programs in community colleges across the nation has contributed to a redefinition of open-access education. Accordingly, the growth in online courses has drawn attention to the value of different instructional modalities, particularly with regard to their effectiveness in learning, retention, and success. As a result, this study sought to determine whether or not there were differences in students’ academic success and course retention for community college men by racial/ethnic affiliation. This study used institutional data on men enrolled in California’s community college system to provide greater insight into the effect of online learning on student success. Findings illustrated that Asian, Black, Latino, and White men were more likely to have higher success outcomes when engaged in face-to-face modalities. There were no clear patterns in which online modality was better than others with regards to success, except for Black men. For these men, asynchronous with multimedia was identified as the second most effective online modality pertaining to success. This research has demonstrated the manifold benefits of face-to-face instruction. As such, face-to-face courses seemed to be the best type of modality for community college men. For that reason, careful consideration must be taken when promoting online learning to Asian, Black, Latino, and White men in community colleges. Though, further research is needed to better understand variation in the presentation of online learning materials and the structure of interactions within online classrooms. 相似文献
7.
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes. 相似文献
8.
J. Luke Wood S. Mei-Yen Ireland 《Community College Journal of Research & Practice》2014,38(2-3):154-165
The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed. 相似文献
9.
Milan S. Hayward 《Community College Journal of Research & Practice》2013,37(9):838-841
As community college leaders strive for institutional efficacy, programs are needed to promote student success through the alignment of curricular objectives and community needs. To meet this objective, service learning (SL) is becoming increasingly popular in the community college. A new SL program called Drive to Employment (DTE) was developed as a means of preparing students for employment by serving unemployed and underemployed community clients. As a result, the curriculum was better connected to workplace competencies, students were prepared for employment, and the capacity of community-based partner organizations was expanded. An overview of DTE will familiarize stakeholders with SL, lessons learned, and the potential impact of similar programs on student, institutional, and community outcomes. 相似文献
10.
Jannette Alejandra Urciuoli Cheryl Bluestone 《Community College Journal of Research & Practice》2013,37(5):397-401
This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course. 相似文献
11.
Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
12.
Elana Curtis Erena Wikaire Yannan Jiang Louise McMillan Robert Loto Sonia Fonua 《Assessment & Evaluation in Higher Education》2017,42(1):151-167
Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key developments included: restructuring course delivery; increasing constructive alignment across the curriculum; increasing cultural content within western science-orientated courses; introduction of cross-curricular assessment and use of additional innovative teaching and learning activities. Additional challenges remain for degree programmes to explore how they can change in order to better support indigenous and ethnic minority student success within first-year tertiary study. 相似文献
13.
Career academies promote smaller learning communities within high schools, creating personalized learning environments while promoting students’ readiness for college and careers. After describing the career academy structure, we present four research-based aspects that can assist school leaders and teachers in developing and implementing academies. We include practical examples from the Metro Nashville Public Schools, noting how educators have collaborated with civic agencies, businesses, and postsecondary partners to increase the graduation rate and improve student learning outcomes. Career academies can be effective in preparing students for college and careers, while also providing economic benefits to the community. 相似文献
14.
Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled on a professional development community focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, improvement of teaching through skill acquisition, and professional development with the adaptation of new teaching dispositions and a sense of efficacy. The community was characterized by a safe environment which encouraged risk taking and mutual support, enabling significant change in college courses. 相似文献
15.
Critiques of education from both the left and right conclude that educational institutions hold the key for involving more citizens in the political process. While neither progressive nor interdisciplinary education is sufficient by itself to prepare students for what we identify as the chief requirements for citizenship in the 21st century-civic literacy, critical thinking, social conscience, tolerance and respect for diversity, global citizenship, and political action-a combination of the two can meet all six requirements. We propose an action agenda for high education that includes promoting student involvement in off-campus political projects and on-campus governance, modifying mission statements and promotion/tenure criteria, and offering interdisciplinary general education courses at the beginning and end of college that are progressively taught, and registering students to vote.Newell was the founding president of the Association for Integrative Studies, author ofInterdisciplinary Undergraduate Programs and several articles on interdisciplinary higher education, and a veteran of 19 years of interdisciplinary teaching.Dr. Davis has administered progressively taught institutions for college students, high school students, and the elderly. He is currently Executive Director of the United Way of Franklin County, Massachusetts, applying the same principles to community service agencies. 相似文献
16.
Rebecca D. Cox Meaghan Dougherty 《Community College Journal of Research & Practice》2013,37(4):245-261
ABSTRACTPoor completion outcomes in community colleges’ developmental education programs have spurred reforms in developmental education policies and practices in order to increase students’ chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the intended curriculum, and restructuring of the format and sequencing of courses. However, the measures that have highlighted the inadequacies of developmental math are, in themselves, insufficient for assessing the effectiveness of reforms to developmental math. Drawing on interview data from a classroom-level study of a community college’s pilot reform initiative in developmental math, we explore the learning goals articulated by the instructors and a sample of students across four pre-algebra classrooms. Through our analysis of their goals, as well as the extent to which students reported accomplishing those goals, our research underscores the important distinction between course completion and learning. This study highlights the need to assess the effectiveness of developmental math coursework in ways that extend beyond completion rates. 相似文献
17.
Randall A. Barnes William E. Piland 《Community College Journal of Research & Practice》2013,37(12):954-965
Recent efforts to improve developmental education have included references to learning communities as examples of effective practices in basic skills education. The study “Basic skills as a foundation for student success in California community colleges” (2007) cited research from Tinto that suggested that learning communities and collaborative learning activities were effective in improving academic performance and persistence of developmental students. The improvement is because “students encounter learning as a shared experience rather than isolated experience,” and that learning communities “emphasizing collaborative learning have a positive impact on student attitudes toward learning” (Tinto, 1997b, cited in “Basic skills as a foundation for student success in California community colleges,” 2007, p. 58). The problem under investigation in this study was whether learning communities were effective in improving student success in community college developmental English courses, and whether there were differences in learning community outcomes among gender and racial/ethnic groups. Student success was defined, for the purpose of this study, as successful course completion. This study of the impact of a learning community on success in developmental English in an urban community college demonstrated that learning communities are effective in assisting students to succeed in higher level developmental English courses. This level of success was not demonstrated in the lowest level developmental English courses, however. 相似文献
18.
19.
Adding Value: Learning Communities and Student Engagement 总被引：5，自引：0，他引：5
This study examines the relationships between participating in learning communities and student engagement in a range of educationally purposeful activities of first-year and senior students from 365 4-year institutions. The findings indicate that participating in a learning community is positively linked to engagement as well as student self-reported outcomes and overall satisfaction with college. 相似文献
20.
《College Teaching》2013,61(4):118-126
This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students’ professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups. 相似文献