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1.
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   

2.
Latinos are being educated in American colleges and universities in greater numbers than ever before. Yet, despite the increases in population growth, Latinos are still falling behind. Little attention has been given to the experiences of Latino males enrolled at the community college. However, research shows that it is the community colleges in which a large portion of the college-going Latino population is enrolled. The purpose of this qualitative study is to examine how community colleges can increase Latino male engagement in the quest to promote their academic persistence. Findings suggest these 12 Latino men are faced with unique circumstances (familial commitment, employment, peers) both on and off campus that impedes their involvement. Institutions of higher education are encouraged to be more supportive by offering opportunities for engagement that are sensitive to lifestyle of these participants in order to maintain their enrollment.  相似文献   

3.
Women are playing a major role in community colleges as students, staff, faculty, administrators, and presidents. Yet despite increasing representation, disparities exist between women and men in various roles within these institutions. This study reviewed literature published between 1997 and 2007 to examine the conceptualization of roles of women faculty members or senior-level leaders within the context of the community college. The emergent themes focused on faculty topics, leadership representation, and implications for institutional practices.  相似文献   

4.
Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon.  相似文献   

5.
This study utilized original survey data and a national sample of community college baccalaureate (CCB) institutions to examine how offering baccalaureate programs impacts these colleges and the students they serve. An increasing number of these colleges plan to offer their baccalaureate programs online, and programs in technology are projected to experience the greatest growth. The data suggest that student needs, and not institutional revenue or prestige, are the primary motivation for offering bachelor's degrees. The challenges experienced when establishing the CCB programs were more likely to come from external than internal factors. Collectively, thousands of students have already graduated from these programs. Results from this study can be used by policymakers and college administrators to make data-driven decisions regarding baccalaureate programming at the community college.  相似文献   

6.
This study contributes to the literature on college students with multiple marginalized identities by investigating the experiences of queer Latino men as they created familial relationships during their time in college. Data from The National Study on Latino Male Achievement in Higher Education was used to elucidate how queer Latino men’s chosen family members fostered the community cultural wealth that helps them succeed at selective institutions. In addition to providing emotional and social support, chosen familia bolstered queer Latino college men’s navigational, aspirational, and resistant capital. By centering the stories of these participants using a narrative inquiry approach, this study offers important implications for staff and faculty at selective institutions as they seek to increase queer Latino men’s success in college.  相似文献   

7.
Both a sharpened sense of direction and promotion of specific institutional images seem necessary if the community college is to achieve a more distinct identity. Congruence between faculty and administrative preferences for possible directions and images seems vital if the direction and images are to be achieved. A randomly selected sample of full-time faculty and senior-level administrators in the State University of New York's thirty community colleges was surveyed to determine faculty and administrative preferences for four institutional directions and seven images for the community college. The results showed a surprising degree of congruence between faculty and administrators as to preferred direction and images. In addition, the relationship of certain demographic variables to preferences was examined, with limited correlations resulting. It was concluded that faculty and administrators were especially supportive of the institution's comprehensiveness since it provides a niche for everyone.  相似文献   

8.
Community colleges historically have demonstrated an ability and desire to address needs unmet by other sectors of postsecondary education. On the assumption that productivity assessment should be molded to reflect the unique missions and approaches of 2‐year institutions, this study examined preferences for broadly stated institutional goal areas as well as for productivity measures for assessing the achievement of these goals. Findings regarding the goal areas substantiate the unique community college mission and reveal preferences for measures that reflect consistent satisfaction or areas which can be impacted directly by community college trustees, administrators and faculty. The study was conducted over an 8‐month period in 45 institutions, 10 of which were community colleges.  相似文献   

9.
This study examined how the academic aspirations of Asian Pacific Americans (APAs) attending community colleges are influenced by their demographic and educational background, reasons for attending, and obstacles they expect to encounter. The sample consisted of 846 APAs out of a total student sample of 5,000 in an urban community college district. The analyses compared results for ethnic groups within the APA community as well as APAs with other racial groups. The key finding—that APA community college students often consist of recent immigrants—should lead institutional researchers to collect data on their numbers, characteristics, and needs.  相似文献   

10.
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges.  相似文献   

11.
As higher education continues to experience a shift in demographics commiserate with the United States population, colleges and universities are making more concerted efforts to recruit men of color as staff, administrators, and faculty to reflect their diversified student bodies. One way to retain men of color staff members is to provide mentoring programs. While there are authors who are examining the benefits of mentoring, there has been little research into how men of color staff members of community college experience mentoring as a mentee and as a mentor. In this study we sought to understand how do men of color experience mentoring, both as mentor to undergraduate men of color and as staff mentees at a community college. The findings of our study include three common themes: investments made by mentors, investing in mentees, and support from administration.  相似文献   

12.
In 1989, Congress passed the Drug-Free Schools and Communities Act Amendments to address illegal alcohol and drug abuse on college campuses. To receive federal funding, each college must comply by implementing an alcohol and drug prevention program, but the federal government and some colleges have paid little attention to this policy. Recently, the Department of Education vowed to intensify its scrutiny of colleges and has begun issuing fines for noncompliance. There have been no studies on this topic in over 20 years, leaving community college administrators, in particular, without guidance on how to implement the required programs. In this study, I analyzed public reports from Michigan community colleges to evaluate compliance with the Drug-Free Schools and Communities Act and to examine their alcohol and drug programs. I found that 21 of Michigan’s 28 community colleges partially complied with the Act, only two implemented all the required mandates, and five were noncompliant. Most notably, colleges failed to collect substantive programmatic outcomes data, and few offered evidence-based alcohol and drug prevention programs to students. I provide rationale for why colleges should invest in improving compliance and the quality of alcohol and drug programs, and I offer seven recommendations to community college administrators on how to do so.  相似文献   

13.
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14.
Fundraising has long been a central activity in four‐year institutions, whereas community colleges have only recently begun to see the necessity for such efforts. Resource development and private fundraising as a community college function have only been marginally understood and often are only instigated in times of financial crises. In today's educational arena, development needs to become a long‐term core function in order to maximize the funding base of community colleges. This article gives a brief look at the historical background of fundraising in community colleges, contrasts such efforts with the four‐year institutions, and discusses the matter of integrating resource development with institutional planning processes. Several examples of successful community college development efforts are given, along with a discussion of several planning models that might be used as guides for integrating resource development efforts with institutional planning.  相似文献   

15.
This study explored institutional governance in an Alabama public two-year community college and investigated the perceptions of faculty and administrators within this sector. To answer the research questions for this study, a quantitative cross-sectional survey utilizing inferential analysis of the collected data was employed. To analyze the perceptions of Alabama community college faculty members and administrators regarding their interactions in institutional governance, three quantitative research questions were used. The research questions were analyzed based upon participant responses from the survey instrument. Analysis of variance (ANOVA) was the statistical method used to determine if any significant differences in perception existed between faculty and administrators. The results of the study revealed that a significant difference existed between faculty and administrator perceptions with respect to institutional structure and shared governance, but no significant difference existed between faculty and administrators perceptions with respect to supervisory relationships. Considering the findings and conclusions of the present study, the researchers made recommendations related to institutional governance.  相似文献   

16.
对2000年以来发表于中国期刊网上的有关高职院校专业设置、我国高职院校资源配置的文献进行了全面而详细的分析,并参阅相关的图书资料,力图勾勒和描绘出我国高职院校专业设置和我国高等教育资源配置的现状及研究的进展和脉络,以便为协调高等职业教育专业设置和我国高职院校资源配置的关系进行更好的研究提供一个完整而清晰的视角。我国的高职院校发展较为迟缓,其学科体系和诸多理论问题尚处于探索阶段,而当前许多新的职业岗位的不断涌现对高职院校的专业设置和教育资源配置提出了新的挑战,如何协调两者之间的关系仍有待于实践的探索。  相似文献   

17.
Community colleges have a high percentage of women students and a higher percentage of women faculty and administrators than do four-year colleges. Yet the extent to which the community college offers an equitable work and study site for women is not clear. The authors seek to determine this by applying to existing literature an adaptation of Hurtado, Milem, Clayton-Pederson, and Allen's framework for examining an institution's climate for diversity. After applying this framework, the authors conclude that women have been an important part of the community college student and employee base since its inception as the junior college, that numerically women are well represented, and that the climate, while not perfect, is relatively good for women. However, they argue that this situation may be due more to accident than to intentional action or behavior on the part of institutional leaders.  相似文献   

18.
This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities.  相似文献   

19.
The variety of experiences, backgrounds, and perspectives that an ethnically diverse faculty provides a community college give it the capacity to support the complex work that community colleges undertake. The challenges in having a diverse faculty require recruiting diverse applicants and in retaining those applicants once hired. Achieving these twin aims has proven elusive for many community colleges. This case study explores one college that underwent significant institutional transformations and concurrently diversified its faculty in ways that helped it evolve the collective skills that the institution needed. Over a 15-year period, the college became the most diverse in its state while growing from 4.3% full-time faculty of color to 23.3% full-time faculty of color. The study explores that 15-year period through analysis of archived records and interviews with key informants. This study identifies how a diverse faculty strengthened the college; it also suggests three key principles for how other colleges can achieve such diversity.  相似文献   

20.
The authors draw from a 16-month ethnographic study to examine Latino middle school boys’ early college and career aspirations. Sources of information and support for students, as well as contextual factors that shaped students’ early career aspirations were explored. Findings indicate that early college and career exposure may allow Latino middle school males to form feasible college and career plans. While parents and older siblings served as sources of encouragement, teachers and other institutional agents played a more direct role in assisting students prepare and plan for college. The AVID program provided exposure and concrete information that allowed students to identify different colleges and admissions requirements. Findings from this study may be beneficial for school leaders who hope to engage Latino males during this critical stage of development and help improve their college participation rates.  相似文献   

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