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1.
This paper describes results of a five‐year statewide follow‐up study of first‐time, full‐time community college students and documents the academic and career progress of these students from first entry into college to subsequent experiences after leaving the community college. Results detail students’ success in reaching their personal, academic, and career objectives and describe the variables affecting progress in achieving those objectives. Over 75% had achieved their original educational objective and, if starting again, 80% would attend the same community college. Lack of funds, change in life‐style, or a change in goals were most often cited as the reasons for not achieving educational objectives. One surprising finding was that 27% of respondents transferred from one Kansas community college to another during the course of the study. Additional studies are indicated to identify continuing educational pursuits of students who formerly may have been assumed to be community college dropouts.  相似文献   

2.
While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills over four years of college between African American and White students. The results indicate that these inequities are not related to students’ academic experiences in college but are substantially related to their experiences with diversity. These findings have important implications for understanding racial inequality in higher education and considering strategies for addressing observed disparities.  相似文献   

3.
This paper revisits the liberal studies movement – an important if under-researched episode in the history of education. It examines the lived experience of a set of former vocational students, the great majority of whom eventually went on to teach in further and higher vocational education. All participants had undertaken a course of liberal studies alongside a programme of work-related learning at an English college of further education at some point between the mid-1960s and the late-1980s. The paper presents two key findings: first, whilst participants’ experiences were varied and uneven, most seemed quite agnostic about liberal studies in their youth; second, the great majority of those who took part in the research were substantially more positive about their learning in retrospect.  相似文献   

4.
ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.  相似文献   

5.
Educational studies as a discipline is now a feature in many British universities, but little research has been undertaken to explore what kinds of student choose the subject, how easily they access it or how they fare as undergraduate students. This article attempts to address this paucity of research by drawing on a selection of findings from a study undertaken with undergraduate students between 2004 and 2007. The study tracks the progress of a single cohort of students, some from vocational backgrounds and some from traditional academic backgrounds, on a full-time, three-year BA Honours educational studies degree.

The article initially provides a discussion relating to the historical place of educational studies as a subject for study at undergraduate level and suggests how this links to the British widening-participation agenda. This provides a context for the subsequent sections, which present a selection of findings from the three-year research project. The project was designed to explore the students’ experiences by asking which of them were accepted to undertake the degree by admissions staff, how they fared on the degree and, critically, whether their pre-entry qualifications had an impact on their progress and success. This article provides some answers to these questions which suggest that admissions staff are more cautious in accepting vocational entry qualifications, but that the nature of these has little bearing on ultimate success on the degree. It concludes by suggesting how this knowledge might impact on information for potential applicants and on the selection of students in the future.  相似文献   

6.
This paper focus on defining a research question while conducting action research among third-year students attending a course on Research Literacy at a teacher education college. This paper discusses the process of preparing for and conducting action research among third-year students attending a course on Research Literacy at a teacher education college. The students were asked to conduct an action research on their classroom activities. The aim of this article is to present the process and pinpointing the discomfort of the students in formulating a research question suited to action research thanks to two prerequisite conditions: the ‘safe space’ and the ‘tender spot’. The research findings illustrate that the students had difficulty defining their ‘tender spot’. It was necessary to create a ‘safe space’. Furthermore, the findings show that the ‘tender spot’ issues were associated with disciplinary content far more than with generic lesson management or classroom management issues. The approach discussed here is leading to positive change and it may be that this professional development tool can facilitate the induction of novice teachers everywhere.  相似文献   

7.
Research indicates that there has been a decline in college reading over the past decades, yet few studies have been conducted at community colleges. The aim of this exploratory study was to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty. A survey was administered to students to gather information on their reading practices, beliefs, and attitudes. A second survey was distributed to full-time faculty to gather information on assignments, practices, and beliefs regarding reading. Findings indicate that many students do not complete assigned readings. Further, women students spend more time on reading and attend class more often having completed assigned reading than men. There are discrepancies between students’ and faculty’s assessments of students’ reading abilities, whether reading is essential to course success and between the kinds of readings commonly assigned and those students enjoy reading. The study identified areas for further research on reading in community college including the relationship between gender, reading compliance, and community college outcomes; the effectiveness of reading compliance strategies; the relationship between PowerPoint use and student reading; and students’ use of active reading strategies. The findings also point out the need for pedagogical innovation in the teaching of reading in community college, namely through the implementation of reading across the curriculum programs.  相似文献   

8.
Abstract

Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first-year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England. It highlights the impact of different support and guidance within and beyond their degree programme where attempts to embed academic literacy development are part of subject modules. The paper reports the findings generated using a mixed methods interpretive approach. Questionnaires were collected at the beginning (n = 48) and end of the students’ first year (n = 44), and interviews and visual data collection methods (n =19) were used at the mid-point of the academic year. Key findings highlight students’ expectations of achievement on entry to university and the influence of the emotional journey of students as they begin to make progress as academic writers. Identifying, selecting and applying academic reading were an enduring concern whilst some students struggled with the digital literacy implicit in undergraduate work. Importantly, some strategies developed to support student transition to academic writing in higher education may have unintended consequences as they progress through the first year.  相似文献   

9.
To improve students’ outcomes and retention rates, community colleges have implemented acceleration strategies which hasten the completion of educational requirements (Edgecombe, 2011). The objective of this study was to investigate the effects of an accelerated freshmen writing course on teachers’ curricular decisions and pedagogical practices at a large urban community college. We conducted semi-structured interviews with the 11 faculty members teaching different sections of this accelerated writing course. All interviews were audiotaped, transcribed, coded, and analyzed. Our findings reveal that while instructors embrace the structural changes that come with accelerated courses and demonstrate a new appreciation for struggling students in their traditional English 101 class, they report on significant challenges in teaching due to the students’ lack of academic and personal maturity, as well as a need to lower their expectations and simplify the curriculum. This research raises questions about the unintended positive and negative effects of accelerated courses on teaching. More qualitative research is needed that focuses on the teachers’ experiences and their capacity to help students benefit from an accelerated course.  相似文献   

10.
文章旨在探索心理权利对大学生求职行为的影响。首先假设了心理权利对大学生求职努力和职业生涯抱负的影响,提出心理权利有可能正向强化大学生的求职期望,却会削弱他们的求职努力;进一步提出朋辈求职进展有可能调节心理权利和求职努力的关系。采用问卷调研,回收有效问卷443份。结果表明:一是心理权利会正向影响大学生的求职期望和职业生涯抱负;二是朋辈求职进展能够显著调节心理权利和大学生求职努力之间的关系。  相似文献   

11.
This study investigated adverse childhood experiences of Korean college students and the impact such experiences have on students’ depression and alcohol abuse. Using an online questionnaire, 939 college students were surveyed regarding their adverse childhood experiences, depressive symptoms and alcohol use habits. About half of the participants claimed to have experienced at least one adversity in their childhood. Eight percent of participants reported experiencing four or more categories of adversity. The correlations between adverse childhood experiences and depressive symptoms, alcohol abusive behaviors, and the comorbid condition of the two outcomes were significant when students’ gender, geographical regions, maternal and paternal education, and family incomes were adjusted. Graded associations of cumulated adverse childhood experiences with the outcome variables were evident. These findings strengthen the link between child maltreatment and adult public health issues carrying socioeconomic burdens, two matters that have not been extensively studied in Korean contexts.  相似文献   

12.
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13.
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   

14.
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   

15.
After two years of experience in overseeing groups of undergraduate and graduate criminal justice students in an Innocence Case Review course at the University of Central Missouri (UCM), the authors reviewed the structure of the course and the attitudes of the participating students. An examination of Innocence Case Review current procedures in undergraduate institutions and law schools provides background for course design. This article summarizes the findings of the students’ experiences, reactions, and attitudes of their yearlong case screening efforts, and to the criminal justice system in general. The first part of this article examines the literature on innocence case review classes at both undergraduate institutions and law schools exploring different learning styles and strategies inherent in this type of class. It also explores the skills necessary for case review, and the skills students can take to other classes and professions. The second part reviews the structure of our courses as initially created and implemented for the last two academic years at UCM and the modifications the instructors felt necessary for the future. The third part examines the survey conducted by the UCM’s Innocence Case Review class, including student suggestions for class improvements and advice to students selected for the new academic year. The benefits and abilities gained by the students through this course become apparent. The fourth part discusses and evaluates the current class structure and reforms suggested by the UCM students, the professors’ experience, and as indicated by other universities. The conclusion reviews findings gathered from the current course as well as examining other universities’ courses, and the value students experience from participating in this experiential or engaged learning.  相似文献   

16.
Student evaluations of instruction were obtained from two groups. Students in the first group were “reverse transfer” students (N = 97) who completed their freshman year at a university and then transferred to a two‐year college for their sophomore year. Students in the second group were “early transfer” students (N = 78) who completed their freshman year at a two‐year college and then transferred to a university. All students had one year of attendance at a two‐year college and one year at a university. The purpose of the study was to analyze the ratings of both groups of students with regard to their academic experiences at the university and at the two‐year college. An adaptation of the Student Instructional Report (SIR) was used to obtain ratings on overall college experiences from all students at the end of their sophomore year. The findings revealed: (1) considerable similarity of ratings given to the two‐year college and the university, (2) differences between ratings of early transfer and reverse transfer students, and (3) generally high ratings for both the two‐year college and the university.  相似文献   

17.
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   

18.
This study is concerned with online learners’‘flow’ experiences. On the basis of Csikszentmihalyi’s theory of flow, flow was conceptualised as a complex, multimentional, reflective construct composing of ‘enjoyment’, ‘telepresence’, ‘focused attention’, ‘engagement’ and ‘time distortion’ on the part of learners. A flow model was put forward with regard to virtual class environment in a traditional university context, comprised with flow antecedents, flow and flow consequences. Based on the model, a virtual‐course flow measure was developed and administered to 525 undergraduate students engaged in virtual classes in order to examine the empirical relationships between measured flow antecedents, flow experiences and flow consequence‐course satisfaction in this case. The analysis of the data showed that: (1) students’ perceptions of their level of ‘skill’ and ‘challenge’ specific to each course are critical to determining the level of flow, (2) flow is a significant predictor of course satisfaction and (3) other than flow, individual differences such as ‘gender’ and ‘having a clear goal’ can make a significant difference in the level of flow in a virtual course. These findings are discussed along with the implications for bringing up a computer‐mediated environment more conducive to flow and learning.  相似文献   

19.
This article focuses on an exploratory study, undertaken in 2009–2012, which explored student transitions from a foundation degree (level 5) into the third year of a BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (N = 156). A sample of students and staff (N = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about ‘not being good enough’, ‘feeling guilty’ ‘not fitting in’ and ‘trying to balance it all’); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. Our findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, we suggest that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree.  相似文献   

20.
社会变革要求大学历史教育加强对青年大学生的文化引领,学习中国文化史课程可以帮助他们进一步了解祖国的文化遗产,有利于提高他们的人文素质,开阔历史视野,增强理性意识,该课程对于当今文化创新也有着重要的借鉴价值。文化史教学应使学生明了历史发展的方向,唤起他们人生创造的激情。教师应努力探寻文化史教学与学生专业发展、学生生活的契合点,建构文化史学习与学生人生发展的联系,实现历史教育的社会价值。  相似文献   

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