Showing papers in "Community College Journal of Research and Practice in 1993"
TL;DR: In this paper, the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university was studied, and it was found that the best predictor of academic success at the university was community college grade point average (GPA).
Abstract: This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.
75 citations
TL;DR: This article found that when 399 non-returnees from one community college were asked about their educational goals and plans, 300 said they had originally intended to complete a degree or certificate program or to transfer.
Abstract: When 399 nonreturnees from one community college were asked about their educational goals and plans, 300 said they had originally intended to complete a degree or certificate program or to transfer...
54 citations
TL;DR: Stopouts are those who failed to accomplish their educational goal and have no definite plans to accomplish it later as discussed by the authors, while dropout is those who intended to take only a few classes and stop attending when they accomplished their educational goals.
Abstract: One fact often overlooked in discussing the retention issue is that not everyone who fails to return to school is a dropout. Some persons return after an absence of a semester or more; they can be called stopouts. Some intended to take only a few classes and stop attending when they accomplish their educational goals; they can be called optouts. The only persons who should be labeled dropouts are those who failed to accomplish their educational goal and have no definite plans to accomplish it later. During the 1990‐91 school year, Del Mar College (DMC) and the Texas A&M Adult and Extension Education program developed and executed a plan to identify, count, and interview nonreturnees at DMC. The purposes of the study were toprovide DMC with baseline data on its nonreturnees and to test the feasibility of gathering interview information by telephone. Stopouts far outnumbered dropouts and optouts among respondents, with 303 of 399 nonreturnees identifying themselves as such. In this article, we define releva...
32 citations
TL;DR: In this paper, the authors explored peer mentoring as an intentional instructional improvement strategy and the concept of mutual mentoring, and explored these themes through the presentation of four different pee...
Abstract: Peer mentoring as an intentional instructional improvement strategy and the concept of mutual mentoring are the focus of this article. These themes are explored through the presentation of four pee...
26 citations
TL;DR: In this article, the feasibility of developing training programs in the community college system in Colorado was examined, and a compelling need for local autonomy in the hiring of trained or untrained applicants was illustrated.
Abstract: Paraeducators are vital components of public school educational programs for students with disabilities and those with remedial needs, as well as preschools and residential child care facilities. They are technicians who perform personal care and direct instructional services, and behavior management. Yet, training programs for these important employees are notably absent. This study examined the feasibility of developing training programs in the community college system in Colorado. Directors of special education, teachers, and personnel directors were surveyed to determine their attitudes toward training needs, their perceptions of the levels of support that school districts might offer, and their knowledge of the hiring practices in their own agencies. There was considerable interest in and support for training efforts through the community college system. Yet, a compelling need for local autonomy in the hiring of trained or untrained applicants was illustrated. Conclusions were drawn about the charact...
23 citations
TL;DR: In this paper, the authors describe results of annual short-term and long-term follow-up studies of non-returning community college students, finding that the majority of respondents had achieved their educational goals and improved a variety of cognitive and non-cognitive behaviors as a result of their college experiences.
Abstract: This article describes results of annual short‐term and long‐term follow‐up studies of nonreturning community college students. Such students usually make up a significant proportion of community college enrollees and, with the trend toward lifetime education, are beginning to constitute a larger proportion of enrollments in 4‐year colleges and universities as well. Results indicated that the majority of respondents had achieved their educational goals and improved a variety of cognitive and noncognitive behaviors as a result of their college experiences. A substantial number of respondents originally identified as non‐returning students described a “drop‐in/drop‐out” enrollment pattern, thus casting some doubt on formerly accepted community college attrition and retention rates. Reasons most often cited for not re‐enrolling at the community college revolved around work schedule conflicts, financial difficulties, life‐style changes, and personal problems. The majority of short‐term leavers did plan to eve...
20 citations
TL;DR: This paper explored faculty viewpoints, values, and behavior regarding faculty student interaction in and outside of the classroom and found that teachers are motivated by a dedication to leave the world a better place, an opport...
Abstract: This article explores faculty viewpoints, values, and behavior regarding faculty student interaction in and outside of the classroom. The research is qualitative in nature, consisting of systematic observations of five effective community college faculty members interacting with students in the classroom, supplemented with open‐ended interviews of faculty. The results of the study validate earlier research on effective college teaching and suggest additional “hidden characteristics” that help to explain why some professors are particularly effective. These characteristics are significant in that they have not been previously reported. Attention is shifted away from just looking at a teacher's command of the subject, organizational skills, and rapport with students. Characteristics such as charisma and altruism also come into consideration, bringing forth the concept of teacher as messiah. For these faculty, teaching is more than an occupation; it's a dedication to leave the world a better place, an opport...
17 citations
TL;DR: The authors used a posttest-only control group experimental design to investigate effects of the expectation of random questioning on preparedness for lecture and discussion, and found that participants were more prepared for lectures and discussions.
Abstract: This study used a posttest‐only control group experimental design to investigate effects of the expectation of random questioning on preparedness for lecture and discussion. Subjects were students ...
15 citations
TL;DR: In this paper, the authors test the impact of various involvement activities on unit completion by "traditional" community college students, i.e., students entering college immediately following high school, using the recently developed "Community College Student Experiences Questionnaire" to assess students' "quali...
Abstract: Involvement in campus life and learning activities has long been recognized as a powerful contributor to persistence among college students. Much of the research on student involvement has focused on traditional, four‐year college students, frequently comparing the academic and social integration of residential and commuter students. Research on involvement among community college students has not been as plentiful, although an increasing body of literature suggests that academic achievement and related activities are far more important for two‐year students than social involvement, which seems to have little effect on persistence in community college environments. This study seeks to test the impact of various involvement activities on unit completion by “traditional” community college students, i.e., students entering college immediately following high school. Using the recently developed “Community College Student Experiences Questionnaire” (Friedlander, Pace, & Lehman, 1990) to assess students’ “quali...
9 citations
TL;DR: In this paper, a study of 283 community colleges in the Midwestern states found a number of practices being used to assist part-time faculty to become proficient teachers, but few merit recognition programs were found to exist.
Abstract: The use of part‐time faculty by community colleges continues to grow. A study of 283 community colleges in the Midwestern states found a number of practices being used to assist part‐time faculty to become proficient teachers. Evaluation of these faculty revealed that there was much to be desired by over 40% of the colleges. Few merit recognition programs were found to exist. Most of the colleges in the study were planning to increase support services to their part‐time faculty in the future.
9 citations
TL;DR: A recent survey of 1,200 community colleges and technical schools conducted by the American Association of Retired Persons (AARP) and the League for Innovation in the Community College as discussed by the authors showed that only about one fourth of the nation's community colleges offer programs specifically designed for older adults, even though older adults are the fastest growing group of 2-year college constituents.
Abstract: This article reports on the findings of a recent survey of 1,200 community colleges and technical schools conducted by the American Association of Retired Persons (AARP) and the League for Innovation in the Community College. Results show that only about one fourth of the nation's community colleges offer programs specifically designed for older adults, even though older adults are the fastest growing group of 2‐year college constituents. Colleges that do offer programs tend to stress recreation, cultural enrichment, financial management, and other subjects traditionally considered appropriate for older adults, and they often do not offer courses and services attuned to the educational needs of current cohorts of older adults. The article concludes with an action agenda for the aging and community college networks.>
TL;DR: In this paper, a study of Los Angeles proprietary business school students revealed what appear to be some of the key reasons why these students have selected their current schools over other types of postsecondary education.
Abstract: The central question of the study was “What student characteristics appear to compel nearly three fourths of the nation's postsecondary vocational students to enroll in proprietary schools instead of community colleges?” More specifically, this study documents characteristics of Los Angeles proprietary business school students and reveals what appear to be some of the key reasons why these students have selected their current schools over other types of postsecondary education. The research design consisted of focused interviews with a random‐stratified sample of 90 students at three proprietary business schools in Los Angeles. The interviews generated a wide range of data regarding students’ prior academic and occupational experiences, home life, and reasons for attending their current schools. The students at the three business schools seemed to share five basic, underlying characteristics: relative immaturity and dependence on paternalistic structures; enjoyment of learning, although apparently not at ...
TL;DR: In this paper, the assessment of outcomes by community colleges was reviewed with special attention paid to the concerns of minority student populations, and recommendations for programming and further research were made, along with theoretical perspectives along with examples of practice.
Abstract: The assessment of outcomes by community colleges was reviewed with special attention paid to the concerns of minority student populations. The definition of outcomes, the “what” of assessment, is discussed along with the process, or “how” of assessment. We provide theoretical perspectives along with examples of practice drawn from the review. The concerns of minority students with regard to assessment are highlighted, and recommendations for programming and further research are made.
TL;DR: The typical full-time community college instructor and the typical traditional-age community college student hold fundamentally different views of how the world works as mentioned in this paper, and if modern faculty can better understand postmodern students, the teaching and learning experience in the classroom may be enhanced.
Abstract: The typical full‐time community college instructor and the typical traditional‐age community college student hold fundamentally different views of how the world works. The former hold a modern view, and the latter, a postmodern view. If modern faculty can better understand postmodern students, the teaching and learning experience in the classroom may be enhanced.
TL;DR: Hocking College as discussed by the authors offers a course, Women in Transition, with practical strategies to meet the unique needs of mature female students, which is meant to improve interpersonal skills through flexible instruction focused on the individual.
Abstract: Students from the Appalachian subculture share common values, beliefs, and attitudes that limit their educational goals. Poverty in the Appalachian region has increased despite government development programs established in the late 1960s. Although education was little valued by preceding generations in the region, many adults now believe it is a way out of poverty. Women especially need education to become independent and able to support families. Even though many adult women now attend college, their special needs have been largely ignored by institutions that structure programs, fees, and curricula for the typical young high school graduate. Hocking College offers a course, Women in Transition, with practical strategies to meet the unique needs of mature female students. The course is meant to improve interpersonal skills through flexible instruction focused on the individual. Open dialogue promotes understanding of the socialization process including self‐awareness of values, attitudes, and beliefs ac...
TL;DR: In this article, an inservice program that targeted skills in enhancing awareness of student needs, meeting legal mandates for accommodations, and developing a team approach to serving students is presented, and all community colleges in the Commonwealth have instituted an advisory council that addresses the academic environment and needed support services for students with disabilities.
Abstract: An increasing number of students with disabilities are enrolling in postsecond‐ary institutions. To better serve these students, faculty, administrators and counselors must develop an understanding of the needs of students with disabilities and how to make accommodations for their success. An inservice program that targeted skills in enhancing awareness of student needs, meeting legal mandates for accommodations, and developing a team approach to serving students is presented. As a result of participation in the inservice program, all community colleges in the Commonwealth have instituted an advisory council that addresses the academic environment and needed support services for students with disabilities.
TL;DR: The authors examined the effects of national FTE enrollment rates and tuition and fee rates on state appropriations of public community colleges during the 1980-1990 decade, and found high positive correlations between year-by-state appropriations, yearby-tuition and fees, state appropriations bytuition, and percent change per year for state appropriations.
Abstract: This study examined the effects of national FTE enrollment rates and tuition and fee rates on state appropriations of public community colleges during the 1980‐1990 decade. The data show particularly high positive correlations between year‐by‐state appropriations, year‐by‐tuition and fees, state appropriations‐by‐tuition and fees, and percent change per year for state appropriations by percent‐change‐per year for tuition and fees. Further studies must be done on constant dollar cost analyses to determine the required levels of state funding for the survival of public community colleges today.
TL;DR: The role played by data bases and information systems in any efforts to examine the interinstitutional transfer of credits, courses, curriculums, and students is discussed in this article.
Abstract: Of all the changes in American higher education during this century, none appears to have been more significant than the birth and subsequent proliferation of the community college. Yet, the steady decline of the overall community college effort that is dedicated to transfer education raises profound and troubling questions about the future opportunities of community college students in our class‐structured society. The viability of the transfer function, therefore, remains a major public policy issue. The chief problem in this area has been the lack of reliable information about the true nature of student transfer rates and patterns. This article discusses the role played by data bases and information systems in any efforts—from the campus to the state level—to examine the inter‐institutional transfer of credits, courses, curriculums, and students. It examines the achievements of selected states and institutions across the country in developing the data bases and information systems that can be used to m...
TL;DR: A national study of community colleges found declining state support and increasing enrollments in a majority of the states as discussed by the authors, indicating that current levels of state support may not be sufficient given the significant increases in enrollment.
Abstract: A national study of community colleges found declining state support and increasing enrollments in a majority of the states Although the community college officials who participated in the study indicated that they did not view current levels of state support as sufficient given the significant increases in enrollment, few reported plans to limit enrollment or restrict access
TL;DR: In this paper, a comparison between daytime and evening students' perception of their faculty academic advising was conducted at an urban multi-campus community college, and the subjects were 398 students who were administered a questionnaire devised to measure their satisfaction with their academic advising.
Abstract: A comparison between daytime and evening students’ perception of their faculty academic advising was conducted at an urban multi‐campus community college. The subjects were 398 students who were administered a questionnaire devised to measure their satisfaction with their academic advising. Results indicated that daytime students were more satisfied than evening students for any frequency of meetings, whenever the length of the sessions was between five and 30 minutes, and when it was easier to make advising appointments.
TL;DR: In this article, the authors explore the characteristics that make these students unique and explore the reality of today's community colleges for all its students, not just those of traditional college age, nor those enrolled only in transfer programs.
Abstract: Because community colleges offer an alternative track in postsecondary education, the dynamics of enrollment and success for its students do not necessarily follow the patterns for those in other forms of higher education. Unfortunately, much of the criticism of community colleges focuses on the class effects of enrollment in these institutions but does not consider as well the concomitant effects of age, gender, and program of study. To understand community colleges, therefore, researchers should focus on the characteristics that make these students unique. Following this premise, our investigation explores the reality of today's community colleges for all its students, not just those of traditional college age, nor those enrolled only in transfer programs. Although gender and socioeconomic status have a significant effect on determining a student's program of study, our findings also demonstrate the importance that age plays in explaining the dynamics of program enrollment. Furthermore, this study shows...
TL;DR: The importance of vocational education has long been recognized in meeting society's need for trained workers as discussed by the authors, and there has been a gradual shift in emphasis of federal vocational education priorities from specific programs (e.g., agriculture) to special populations, such as minorities, women, disadvantaged or handicapped individuals, and individuals with limited English-speaking proficiency.
Abstract: The importance of vocational education has long been recognized in meeting society's need for trained workers. Since the early 1960s there has been a gradual shift in emphasis of federal vocational education priorities from specific programs (e.g., agriculture) to special populations, such as minorities, women, disadvantaged or handicapped individuals, and individuals with limited English‐speaking proficiency (Ohanneson, 1982). The Vocational Education Act Amendments of 1976 reinforced this emphasis by requiring that follow‐up information be collected, not just by the vocational discipline but by special population groups as well (U.S. 94th Congress, 1976). Subsequent vocational education legislation places emphasis on providing vocational education to all individuals who can benefit from such training (U.S. 98th Congress, 1984; U.S. 101st Congress, 1990).
TL;DR: In this paper, a framework for the comprehensive evaluation of counseling programs and functions within the community college, using Astin's student success conceptualization, is described, and some evaluative results using this framework are included.
Abstract: This article describes a framework for the comprehensive evaluation of counseling programs and functions within the community college, using Astin's student success conceptualization. Some evaluative results using this framework are included. With such a framework, counselors can clearly show their contributions to the community college and the students they serve. The topic of counselors as sources of pertinent information about campus students in general is also discussed.
TL;DR: In this paper, a synthesis of nearly 200 dissertations concerning self-directed learning have been completed since 1966 and six recommendations are made to community/junior college administrators and researchers.
Abstract: Nearly 200 dissertations concerning self‐directed learning have been completed since 1966. Some of theses dissertations and theses were based on community/ junior college students and faculty. As yet, no meta‐analysis of these studies has been reported. Therefore, this study was designed to provide a synthesis of this body of work. As a result eight important conclusions are identified in the analysis and six recommendations are made to community/junior college administrators and researchers. Three recommendations are concerned with instruction and curriculum and three address research.
TL;DR: The Georgia Instructor Academy as discussed by the authors is responsible for delivering in-service training to both new and experienced instructors, divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division.
Abstract: The quality of instruction provided through the post‐secondary technical institutes reflects the capabilities of the instructors. It would be ideal ifinstructors were trained through traditional teacher education programs. However, instructors inpost‐secon‐dary technical education generally have few collegiate programs in teacher preparation available to them. The Georgia Instructor Academy is responsible for delivering in‐service training to both new and experienced instructors. The academy is divided into three specific divisions: the Technical Training Division, the Instructor Training Institute (ITI), and the Professional Development Division. Technical Training provides instructors with opportunities to advance their occupational expertise. Training is delivered through classes, workshops, seminars, and industry‐based practicums and internships. The ITI delivers pedagogical development. It provides new instructors with the basic pedagogical skills needed to become effective teachers. The ITI is broke...
TL;DR: This article examined the impact of the statewide mandatory implementation of increased standards with the enactment of the Recognizing Achievement in Secondary Education (RAISE) Bill in the state of Florida as it related to improved performance on standardized entry-level tests for community college students.
Abstract: This article examines the impact of the statewide mandatory implementation of increased standards with the enactment of the Recognizing Achievement in Secondary Education (RAISE) Bill in the state of Florida as it related to improved performance on standardized entry‐level tests for community college students. The RAISE Bill, implemented in 1987, increased academic requirements and graduation requirements for all high school students in the state of Florida. Using the Florida Division of Community College's database, the records of entering community college freshmen from 1985‐1986 through 1988‐1989 were analyzed. The data from 1985‐1986 were used as the base year (reflecting the status of scores before the increase in standards) against which subsequent years were compared. The analysis suggests that the impact on academic preparation of entering community college students as measured by standardized entry‐level test scores is negligible. Additionally, there was only a minor variation in scores across ge...
TL;DR: The Vocational Preparation (Voc Prep) program has been found to raise academic ability, increase retention, and build cooperation among such students while preparing them to enter vocational programs as discussed by the authors.
Abstract: Basic reading, writing, and math skills are the foundation for education. Some students entering vocational programs need remediation in these skills. The Vocational Preparation (Voc Prep) program has been found to raise academic ability, increase retention, and build cooperation among such students while preparing them to enter vocational programs.
TL;DR: In this article, the authors present a review of the best introduction to community college literature, focusing on books that have nothing to do directly with colleges or management, and their inclusion here reflects the hope that these works will give the reader as much pleasure as they have given the writer over the years.
Abstract: To be a community leader and an effective community college president, one must be aware not only of the community college literature but also that of other disciplines. Hence, although most of what follows is from the extensive literature on the community junior college, some business management literature is mentioned, as well. To round out the article, moreover, I have included a number of books that I, as a community college president, have found instructive—books that have nothing to do directly with colleges or management. Their inclusion here reflects the hope that these works will give the reader as much pleasure as they have given the writer over the years. Two general series that are continually renewing the available literature are the publications program of the American Association of Community Colleges (AACC) and the Jossey-Bass publications, particularly New Directions for Community Colleges, a paperback sourcebook under the general editorship of Art Cohen and Florence Brawer. At the very least, the reader should regularly peruse the annual catalogs put out by both these valuable sources. Periodical literature must be reviewed regularly. Particularly helpful are the journals and newspapers dedicated to our field, particularly the Community College Journal of Research and Practice, the Community College Review, the Community/Junior College Research Quarterly, the Chronicle of Higher Education (which deals with the entire field of higher education but frequently has useful articles on our subfield), the Community, Technical, and Junior College Times, and Community College Week. The book that the author of this bibliographic essay considers to be the best introduction to community colleges is still Michael Brick's Forum and Focus for the Junior College Movement (New York: Teachers College, 1964), which is a history of the American Association of Junior Colleges (as it was then called). It also parallels the formative years of
TL;DR: In this paper, the authors investigated the extent to which innovative activities vary among Canada's community colleges and to what degree specific organizational characteristics correlate with institutional innovativeness and found that the degree of support function specialist positions correlates positively with the amount of macro-environmental funding for innovative activity.
Abstract: This study was designed to determine the extent to which innovative activities vary among Canada's community colleges and to what degree specific organizational characteristics correlate with institutional innovativeness. The hypotheses were derived from an extensive literature on innovation theory, largely centered in the private sector. The research methodology was modelled after organizational innovation studies in the structural‐functional paradigm. Data on specific innovations, both initiated and implemented, together with a number of organizational variables, were gathered from a sample of fifteen community colleges across Canada. The results confirmed that innovativeness does vary among institutions and also correlates positively with concentrations of support function specialist positions and with levels of macro‐environmental funding for innovative activity. The study also confirmed that an inverse relationship exists between innovative activity and measures of centralization of authority. In gen...