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1.
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   

2.
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   

3.
ABSTRACT

This 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   

4.
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5.
ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

6.
ABSTRACT

In 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   

7.
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8.
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   

9.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

10.
ABSTRACT

Community colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students.  相似文献   

11.
ABSTRACT

This study was initiated to help determine if there was an associated probability between a student’s age relative to persistence and retention leading to the completion of a Technical Certificate at the community college level. The research model used in this study is based on a quantitative binary logistic regression model, whereby the dependent variable was completion versus non-completion of a Technical Certificate program. The study’s findings showed that there were statistically significant relationships between the various student’s age groups and completion of a Technical Certificate program. The baseline age group for this study was traditional age students as defined by those students who were between 16 and 21 years old. The age groups of 22 to 27, 28 to 34, 35 to 39, and students over the age of 39 were compared to the baseline group to determine if there was statistical significance between the graduation rates accordingly.  相似文献   

12.
ABSTRACT

Today, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed.  相似文献   

13.
The literature suggests that most studies on student retention have focused on student satisfaction at 4-year institutions where students tend to be more traditional in nature. The study discussed in this article investigated how Tinto's (Tinto, Russo, & Kadel, 1994) model of retention could be applied to 2-year institutions. It explored academic and social integration and their effects on student withdrawal rates as well as the effect of background skills on withdrawal rates. Study participants were 462 second-semester degree-seeking community college students who completed a survey regarding their satisfaction with the academic and social climate of the community college. Performance on Computer Placement Tests (CPTs) were correlated with withdrawal rates to determine the association between background skill levels and withdrawal patterns. No correlation was found between academic and social integration and withdrawal rates. However, findings did show that the poorer the CPT performance, the more likely students were to withdraw from courses.  相似文献   

14.
ABSTRACT

Sexual misconduct is a major psychological, emotional, and public health crisis that manifests itself in social and academic arenas including community college campuses. Problems of sexual misconduct that emerge for women and men are not based solely on a difference in gender, but in silence once an incident occurs. The strife that emerges for students can be devastating and pervasive. College counselors, who provide counseling services and training programs, can offset the potentially negative consequences. This article highlights a training program for student leaders that underscores the significance of reporting sexual misconduct incidents at a 2-year college. This article provides percentage data to reflect the perceptions participants had following such training. The training discussed will further the understanding of how to take a proactive approach in reporting incidents of sexual misconduct. Prompting research along this line of training will provide important information to college-student personnel who are vested in creating a transformation to decrease incidents of sexual misconduct on 2-year college campuses.  相似文献   

15.
ABSTRACT

The American Association of Community Colleges has determined over 40% of the population attending a post-secondary institution is enrolled in a two-year community college. The majority of this student population could be described as nontraditional, including first-generation students, underrepresented populations, and single parents working full or part-time jobs while attending classes. This student population is more likely to experience stress and anxiety, increasing their need for mental health services. Despite this demonstrated need, there has been little research conducted on two-year community college campuses relating to mental health services. The purpose of this article is to discuss the need for research on mental health needs and services at two-year community colleges.  相似文献   

16.
Abstract

This study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college.  相似文献   

17.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

18.
This study examined the initial implementation process of Advancement Via Individual Determination (AVID) in a northern California community college. Focus groups of students, faculty, and administrators were conducted in the spring of 2008, as well as observations of several planning meetings in the spring and summer of 2008. The community college students enrolled in the AVID class reported that the support they received through AVID has helped them focus, become more organized, and become more motivated to continue their studies. This was so even though not all of AVID's 11 essentials were implemented on campus. In addition, challenges such as faculty buy-in and resistance to changing institutionalized practices were encountered by staff members responsible for implementing AVID. In this initial implementation, faculty and administration sought to change the culture of the college to better serve the underrepresented students in their quest to transfer to four-year institutions. This study provides a framework for other community colleges and higher education institutions to leverage the academic potential of underprepared and historically underrepresented students.  相似文献   

19.
Critics contend that enrollment in a community college lessens the likelihood that a student will complete a bachelor's degree (S. Brint & J. Karabel, 1989). A number of studies have examined personal, demographic, and environmental characteristics that influence the academic performance of community college transfer students. This research has included characteristics that are not readily available to admissions representatives at four‐year institutions, and studies have not considered the private, liberal arts college as the senior institution.

The purpose of this study was to identify easily ascertainable characteristics that occur prior to transfer and to assess the relationship of these characteristics to persistence and baccalaureate attainment at a private, liberal arts college. Two academic factors related to persistence and graduation were included in the methodology: completion of the associate (AA) degree and community college grade point average (GPA) The subjects for the study were 200 students who completed the AA degree and transferred from one of three community colleges to a private, liberal arts college over a 5‐year period.

Results indicated that whereas completion of the AA degree resulted in a higher persistence/graduation rate, completion of the AA degree with a community college GPA of 3.0 or higher increased the persistence/graduation rate to a level equal to that of native students.  相似文献   

20.
Community colleges accommodate nearly half of all United States college students. Increased reliance upon community colleges is driven by the current economic downturn, rising costs of higher education, and changing expectations for today's workforce requiring advanced skill sets. Community colleges offer more affordable options for broader spectrums of students including traditional and nontraditional college students and dual-enrolled high school students.

Community college faculty facilitate student learning and program completion. A shortage of community college faculty will likely emerge as numerous faculty retire. Community college administrators need strategies for retaining and recruiting faculty amid increasing retirements. One effective strategy is to offer a work environment that cultivates positive work-related attitudes (e.g., job satisfaction). This study examines the ability of select human capital investments, intrinsic rewards, extrinsic rewards, and sociodemographics to predict overall job satisfaction for full-time community college faculty. A cross-sectional predictive design was used with secondary analysis of the 2004 National Study of Postsecondary Faculty (NSOPF:04) dataset.

Logistic Regression was utilized to determine predictive ability of the independent variables on overall job satisfaction. Results indicated that faculty were more likely to be satisfied with their work if they were satisfied with their salary, benefits and workload; were satisfied with the teaching support they received from their institutions; and if they perceived that females and minorities were treated fairly by the organization. Conversely, minority faculty were less likely to be satisfied, as were faculty who indicated they would again choose a career in academe if given the choice.  相似文献   

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