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1.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

2.

his article highlights issues concerned with the nature of relationships between disabled students and their non-disabled peers in further education. An investigation of the relationships between disabled and non-disabled students is undertaken within a critical ethnographic framework. The interaction between students is located within a wider societal context, with a particular emphasis upon identifying the impact of oppressive social forces. Deaf students, and students with dyslexia are the particular focus of this article as a case study within a wider disability debate. The findings point to a lack of contact between disabled and non-disabled children in primary and secondary education as being an important factor in relationships between these two groups in tertiary education. A variation in experience is highlighted between the different colleges and also different Access programmes within the same institution, which raises questions about notions of fairness and equality within the Access system. Recommendations are made for the recruitment and induction of disabled and non-disabled students leading to a more integrated approach.  相似文献   

3.
Abstract

Of concern to many educators is in-service education of community college faculty. Some two-year colleges have looked to themselves for in-service programs and activities; many have turned to the university for this. A study was conducted among community college leaders and university professors involved in community college education to determine the current status of in-service education in the community college. Opinions related to this topic as well as the role of the university in in-service education of community college faculty were also sampled.  相似文献   

4.
ABSTRACT

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normative samples, they tended to be lowest on Community, which was most predictive of their performance. It is recommended that a predicted GPA generated from NCQ scores be added to the admissions criteria for health programs at the college, and that pre and postmatriculation advising programs include use of noncognitive variables.  相似文献   

5.
Community colleges in America are now very visible and highly respected institutions of higher education. More than 1,000 community colleges in all 50 states now comprise nearly 25% of all colleges and universities in the U.S., with over 6.5 million students, or about 45% of all college students.

State and local governance and coordination of community colleges vary from single-state governing boards to minimal state control and strong local governing boards. The relative degrees of state and local control of community colleges generally “follow the money,” in that accountability to state and local governing board and state legislatures is generally about proportional to the funds provided by each level of government.

Funding for operational support of community colleges comes primarily from state and local governments, with considerable federal support for grants and subsidized loans to students. In 2000–2001, the largest proportional funding sources for community colleges were: state governments (44.6%), local governments (19.5%), tuition and fees (19.5%) and the federal government (5.4%). State lotteries in at least 38 states represent a relatively new source of funds for community colleges, often in the form of student scholarships.

Many of the earliest public junior colleges charged no tuition, especially in California in the early 1900s. Now many community college students pay $3,000 or more per year in tuition and fees, and recent annual tuition increases in many states have been in double digits. This is a troubling trend that threatens to reduce access to higher education for poor people.  相似文献   

6.
ABSTRACT

Historically, community colleges and those they serve have been relegated to the margins of academe. Community colleges’ critics argue that students starting at two-year institutions are less likely to earn bachelor’s degrees and have lower student outcomes. This CCJRP Exchange Article draws upon counternarratives in highlighting multiple truths of the community experience through use of scholarly personal narratives (SPN) of those that moved in, through and out the community college to the PhD. The faculty member and doctoral students reflect on how their community college experiences influenced their career trajectories. Further, implications for community college practice, policy, and research are shared as the authors make a case for applying SPN in an effort to see community colleges as sites of deep growth that have lasting effects on the personal and professional lives of their students.  相似文献   

7.
ABSTRACT

Noncredit community college enrollment accounts for approximately 40% of all enrollment in the two-year sector, or five million students (American Association of Community Colleges, 2016). Yet, this population is seldom discussed in the higher education literature due to inconsistent definitions, funding, and data reporting at the state level. Many of the structural elements (e.g., funding, enrollment) have not been documented recently or completely. This study used data from the 2015 Survey of Access and Finance Issues, administered annually to the National Council of State Directors of Community Colleges. The authors calculated noncredit enrollment by function and frequencies on funding mechanisms, funding by function, noncredit data reporting, and the measures captured at the state level. The study also employed polychoric and polyserial correlations examining the relationships among structural, contextual, and perspective-based items. This was done to capture the national landscape on this important community college function through the lens of state-level community college leaders.  相似文献   

8.
ABSTRACT

Students with learning disabilities tend to enroll in two-year community colleges more than they do four-year universities, have lower graduation and retention rates as compared to their non-disabled peers, and experience greater academic, social, and personal difficulties when pursuing a college degree. Yet, despite the higher number of students with learning disabilities in community colleges, and the challenges they face as a marginalized population, the literature pertaining to these students is still growing. Thus, the purpose of this phenomenological study was to explore the lived experiences of students with learning disabilities within a two-year community college.  相似文献   

9.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

10.
ABSTRACT

Despite having a well-documented history about community colleges across the United States, relatively few discussions have covered state-level governance structures. To understand the typology of state community college governance structures, it must first be recognized that community college governance is characterized as a complex web of relationships and arrangements that have evolved over time. There is a myriad of ways in which states can structure their higher education systems. Changes, emerging issues, and taxonomies that currently exist in the literature are becoming out-of-date and less precise. The purpose of this study was to develop a national landscape of state-level community college governance structures and to provide an updated categorization of state-level community college governance structures. This study identified common themes, patterns, and emerging developments regarding state-level community college governance. The results of this study about state-level community college governance structures is beneficial for state-level community college governance leaders across the country to stay current and informed on changes and trends, and an opportunity to gain a better understanding about other states’ power-structures, governance, and administration over community colleges.  相似文献   

11.
ABSTRACT

Historically, higher education research has focused on traditional students (i.e., recent high school graduates at a residential, 4-year institutions), but community college students are quickly becoming the new traditional student (Jenkins, 2012). In the fall of 2011, more than one third (36%) of all students enrolled in postsecondary education and almost half (46.7%) of all students enrolled in a public postsecondary institution were enrolled at a community college (Knapp, Kelly-Reid, & Ginder, 2012). However, community colleges have struggled to match the persistence rates at other institutional types. The 2011 2-year public community college national 3-year persistence-to-degree rate was 26.9% (American College Testing [ACT], 2011). The purpose of this paper is to review the literature regarding the most prominent theoretical frameworks for community college student persistence and suggest a new theoretical construct. The resultant framework is termed the Collective Affiliation Model because it views the student’s sense of belonging with the college as only one of many senses of belonging in the student’s life (e.g., family, work). The Collective Affiliation Model does not view student dropout as the student’s inability to integrate into the life of the institution; rather, it views it as the institution’s inability to collectively affiliate with the student. This model’s strength is that it does not work from a student deficit model. Instead, it provides a new framework for researchers and practitioners to better understand and address student drop-out at community colleges.  相似文献   

12.
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13.
ABSTRACT

To support the success of community college students, the role of student affairs professionals is critical. Therefore, adequate preparation of student affairs professionals who work in community college settings is paramount. However, literature focused on the intersection between the community college, student affairs, and graduate preparation is sparse, suggesting that too little is known about the preparation of student affairs professionals exiting graduate education and entering a community college setting. We frame this dearth of literature as an issue of social justice. The lack of focus on community colleges within student affairs preparation programs further reinforces a systemic cycle of oppression related to the perception that community colleges are not an integral part of the higher education landscape. We point to potential entry points for the exploration of this topic through systematic inquiry. The goals of this work are to bring awareness to the paucity of literature on this topic, ask scholars to join us in adding to what is known about this topic, and encourage readers to think critically about this topic.  相似文献   

14.
The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.  相似文献   

15.
ABSTRACT

Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the labor market in developing countries by increasing access to an affordable education. However, there is limited research on the effects of importing the U.S. community college model on economic growth. This study addressed this gap by examining the effects of importing the U.S. community college model on macroeconomic growth in developing countries that have engaged in partnerships via the Community College for International Development (CCID). A longitudinal analysis of macroeconomic growth of 176 countries from 1995–2014 was conducted. The results provide evidence for the positive economic impact of community college capacity development in developing countries, as well as a comparative advantage of labor for developing countries that have engaged in partnerships. Implications for policy and research are discussed.  相似文献   

16.

Women were denied the right to an education for many years in the United States. This paper investigates the history of women in American higher education to identify points of access on the basis of this investigation, and to arrive at implications for women now and for the future. The paper contains a survey of the literature regarding women and higher education. Emphasis is placed on colleges for women, specifically Bryn Mawr and Wellesley. Comparisons between the two schools are made, and both are contrasted with Oberlin and the University of Michigan. Access for women at the community college level is discussed, because this is the entry point to higher education to which most women today have access.  相似文献   

17.
Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.  相似文献   

18.
ABSTRACT

Community college students who experience childhood trauma may have difficulty with academic success and completion. Several authors have defined adverse childhood experiences (ACEs) as nine specific events before the age of 18 and related those to significant disease and compromised health in adulthood. This study investigates community college students with self-identified ACEs and poses a model of resilience that may be influential to their progress and success.  相似文献   

19.

This study investigates the link between basic math skills, remediation, and the educational opportunity and outcomes of community college students. Capitalizing on a unique placement policy in one community college that assigns students to remedial coursework based on multiple math skill cutoffs, I first identify the skills that most commonly inhibit student access to higher-level math courses; these are procedural fluency with fractions and the ability to solve word problems. I then estimate the impact of “just missing” these skill cutoffs using multiple rating-score regression discontinuity design. Missing just one fractions question on the placement diagnostic, and therefore starting college in a lower-level math course, had negative effects on college persistence and attainment. Missing other skill cutoffs did not have the same impacts. The findings suggest the need to reconsider the specific math expectations that regulate access to college math coursework.

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20.
ABSTRACT

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.  相似文献   

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