Showing papers in "Community College Journal of Research and Practice in 1997"
TL;DR: The authors investigated whether the transfer shock experienced by a total sample of participants accurately represented the academic performance of discipline-based groups within the sample, which included 100 students who transferred from a community college to Benedictine College over an eight semester time period.
Abstract: Numerous studies have revealed that students experience declines in grade point averages (transfer shock) after transferring from 2‐year to 4‐year colleges or universities. The vast majority of these studies have analyzed data collected for a sample or population of 2‐year transfer students without regard to major or discipline. An American Council on Education policy statement on the transfer function (Palmer & Eaton, 1991) has called for research on the academic performance of community college transfer students in specific programs and disciplines. This study investigated whether the transfer shock experienced by a total sample of participants accurately represented the academic performance of discipline‐based groups within the sample. Participants included 100 students who transferred from a community college to Benedictine College over an eight‐semester time period. The sample was divided into five homogeneous groups on the basis of the student's major: business, education, fine arts and humanities, ...
123 citations
TL;DR: This article found that academically underprepared community college students demonstrated a lower course completion rate, greater attrition, more text anxiety, and a more external locus of control than college-ready students, but they did not demonstrate differences in grade point average (GPA), learning-study strategies, or self-esteem.
Abstract: Academically underprepared community college students demonstrated a lower course completion rate, greater attrition, more text anxiety, and a more external locus of control than college‐ready students, but they did not demonstrate differences in grade point average (GPA), learning‐study strategies, or self‐esteem. Both college‐ready and academically underprepared persisters achieved greater academic success, as measured by course completion rate and GPA, but reported lower general self‐esteem than did nonpersisters.
105 citations
TL;DR: The authors found that faculty are receptive to a variety of exam accommodations and that they are sensitive to students' feelings, however, although students use exam accommodations, many appear apprehensive about asking for accommodations and most do not clearly explain their learning disabilities to their professors.
Abstract: As increasing numbers of students with learning disabilities enroll in colleges and universities, the need to provide accommodations for these students also increases. Both federal and state laws mandate that appropriate accommodations be provided for these students, but little is known about how accommodations are accepted on campuses. Faculty and students at a California community college were asked to respond to surveys targeting their feelings about examination accommodations. Results indicated that faculty are very receptive to a variety of accommodations and that they are sensitive to students’ feelings. However, although students use exam accommodations, many appear apprehensive about asking for accommodations and most do not clearly explain their learning disabilities to their professors.
52 citations
TL;DR: The authors conducted an ongoing course attrition study at a large, suburban community college to determine which classes were most often dropped, reasons students cited for deciding to drop classes, and other factors that may have impacted decisions to drop.
Abstract: This article describes results of an ongoing course attrition study conducted at 1 large, suburban community college. The study was designed to determine which classes were most often dropped, reasons students cited for deciding to drop classes, and other factors that may have impacted decisions to drop. The findings that indicate factors over which the college had little control were the most frequently cited reasons for dropping classes — work conflicts and personal problems. However, factors over which the college may have some control also appeared to contribute to decisions to drop classes in a substantial number ofinstances. The impact of findings from these studies and changes in methodology and survey design over time will provide institutional researchers with helpful suggestions for implementing similar studies at their institutions.
29 citations
TL;DR: In this paper, the authors examined the grade point average declines experienced by community college transfer students at two private liberal arts colleges and found that the transfer shock experienced at these private colleges was at the lower end of magnitude in comparis...
Abstract: There is a plethora of studies concerning the academic performance of students after they transfer from 2‐year to 4‐year colleges or universities. These studies, however, have predominately included transfers to public colleges and universities. Researchers have not included the private liberal arts college in such investigations. With the continued increases in community college enrollment, a number of private liberal arts colleges are interested in exploring the viability of this market as a means to increase or stabilize enrollment. This study examined the grade point average declines (transfer shock) experienced by community college transfer students at 2 private liberal arts colleges. The sample included 216 students who transferred from a community college to either Benedictine College (Kansas) or Saint Vincent College (Pennsylvania) over a 9‐semester time period. Results indicate that the transfer shock experienced at these private liberal arts colleges was at the lower end of magnitude in comparis...
27 citations
TL;DR: The U.S. community college movement has a rich tradition of serving as the United States's "people's college" as mentioned in this paper, and through their commitment to access and comprehensiveness, community colleges enroll more than 50% of the nation's students who are enrolled in higher education.
Abstract: The U.S. community college movement has a rich tradition of serving as the United States's “people's college.” Through their commitment to access and comprehensiveness, community colleges enroll more than 50% of the nation's students who are enrolled in higher education. Courses and programs provide university transfer, occupational‐technical, basic skills, and cultural education to people from all segments of the community. Yet the needs and demands for services provided by community colleges are still great and require the community college to reevaluate its pivotal leadership role in the community. Today's community colleges are being challenged to increase their involvement in the affairs of the community, to continue and increase the diversification of their students and staff, to continue andaccelerate the continuing professional development of their staffs, to increase their collaboration with the economic sector, to generate increased and sustainable funding from the external community, and to dem...
23 citations
TL;DR: In this article, the authors examined the influence of graphing calculators on a teacher's assessment practices in a college algebra course, focusing on three techniques of alternative assessment: oral discourse, teacher observations, and problem-solving investigations.
Abstract: This study examines the influence of graphing calculators on a teacher's assessment practices in a college algebra course. The researcher focused on three techniques of alternative assessment: oral discourse, teacher observations, and problem‐solving investigations. The teacher's assessment practices were revealed during 6 weeks of classroom observations. The researcher examined the teacher's assessment practices before and after the teacher used graphing calculators as tools for teaching and learning mathematics. The use of the graphing calculators enhanced the teacher's assessment practices as related to oral discourse, classroom observations, and problem‐solving investigations. The results of the study indicate the potential for technological tools to influence teachers’ practices of alternative assessment in the mathematics classroom.
16 citations
TL;DR: In this article, critical thinking in community colleges is discussed and discussed in the context of a Critical Thinking in Community Colleges (CWC) course. Community College Journal of Research and Practice: Vol. 21, No. 605-608.
Abstract: (1997). Critical Thinking in Community Colleges. Community College Journal of Research and Practice: Vol. 21, FOCUS ON AMERICA: PARTIV, pp. 605-608.
15 citations
TL;DR: In this paper, the authors report on a survey of services and supports provided to students with disabilities at 28 community colleges and 39 area vocational technical centers in Florida and classify them into seven categories: counseling services, equipment supports, campus environment, student-centered supports, developmental labs, program or course flexibility, and unique programs.
Abstract: The authors report on a survey of services and supports provided to students with disabilities at 28 community colleges and 39 area vocational technical centers in Florida. Supports were classified into 7 categories: counseling services, equipment supports, campus environment, student‐centered supports, developmental labs, program or course flexibility, and unique programs.
14 citations
TL;DR: In this paper, the authors identified and prioritized coping strategies related to the challenges of chairing a department in the community college and selected the work experience background of practicing chairs to determine differences in the use of the various coping strategies.
Abstract: Department chairs in community colleges face a number of job‐related challenges that have been well documented by practitioners and scholars. Despite the identification of these challenges, few efforts have been undertaken to develop a battery of coping strategies for them. This study sought to identify and prioritize coping strategies related to the challenges of chairing a department in the community college. In addition, the work experience background of practicing chairs was selected to determine differences in the use of the various coping strategies.
13 citations
TL;DR: In this paper, the authors review the relationship between distance education and community colleges; the design, support, and administration of courses taught by means of distance education; staffing and teacher training practices; contemporary course offerings; and existing assessment and evaluation studies.
Abstract: This study reviews the relationships between distance education and community colleges; the design, support, and administration of courses taught by means of distance education; staffing and teacher training practices; contemporary course offerings; and existing assessment and evaluation studies. Distance education was found to have evolved from 19th‐century extension and self‐study programs for learners not unlike contemporary community college students. Inadequate financial information was found to provide a basis for judging cost‐effectiveness, and the philosophical and psychological basis proposed in the literature as a basis for distance education was less than convincing. Legal questions pertaining to distance education exist; however, the literature did not indicate legal problems in practice. Faculty are able to learn and adapt to distance education. Evidence exists to suggest that students respond favorably to distance education courses; however, questions of internal validity exist in assessment...
TL;DR: In this article, the authors provided an insight into 2-year college departmental chairs' perceptions of selected financial issues, including sources of revenue for community colleges; the chairs perceptions of financial management roles, tasks, and challenges; and the strategies chairs use to work with financial challenges.
Abstract: Community colleges are beginning to confront many of the same problems that 4‐year higher education institutions have been facing and continue to face, including financial constraints. The issues of enrollment, accountability, aging faculty, continuous quality improvement, and increased competition for students have created a need to give greater scholarly and practitioner‐centered attention to the issues of financial management and budgeting. This investigation provided an insight into 2‐year college departmental chairs’ perceptions of selected financial issues. Specifically, the study described sources of revenue for community colleges; the chairs’ perceptions of financial management roles, tasks, and challenges; and the strategies chairs use to work with financial challenges.
TL;DR: For several generations in the lives of North Carolina citizens, providing education, training, and retraining for the workforce has remained the foremost component in the community college mission as discussed by the authors, and with a mission appropriately focused on workforce preparedness, community colleges are poised to help the state retool for global competition, but they need substantial funding to adequately respond to these educational needs.
Abstract: For several generations in the lives of North Carolina citizens, providing education, training, and retraining for the workforce has remained the foremost component in the community college mission. Industrial education centers established in the 1950s to assist adults in the transition from jobs in an agricultural economy to those in a manufacturing‐based economy were consolidated and expanded during the next three decades into a statewide system of 58 comprehensive community colleges. With a mission appropriately focused on workforce preparedness and wide popular support for their role in developing this resource, community colleges are poised to help the state retool for global competition, but they need substantial funding to adequately respond to these educational needs. Current statewide initiatives are aimed at providing timely responses to emerging economic trends through collaborative approaches that maximize the system's resources. The future for North Carolina community colleges will involve tr...
Journal Article•
TL;DR: The Florida community college system has long been recognized as one of the largest and most comprehensive in the United States as mentioned in this paper, and the early master plan conceived by Dr. James L Wattenbarger put a college within commuting distance of virtually every resident in the state.
Abstract: The Florida community college system has long been recognized as one of the nation's largest and most comprehensive. The 28‐college system was completed in 1972; the early master plan conceived by Dr. James L. Wattenbarger put a college within commuting distance of virtually every resident in the state. This article traces the more recent evolution of the system (1983‐1996) from a topical and trend perspective. Some topics addressed are: enrollment, tax support, lottery support, student fee support, college‐level skill testing, technical education, performance‐based incentive funding, and performance‐based budgeting. The closing section offers a brief discussion of the outlook for the system and mentions some of the forces that will help shape that future. Overall, the article provides an insider's view of the community college system in our nation's fourth largest state.
TL;DR: The South Carolina Technical College System was started in 1964 to draw industry to the state and has consistently played a valuable role in attracting major industry to South Carolina as discussed by the authors. But, the colleges today are faced with many challenges, including decreased funding, limited equipment funds, and increased reporting requirements.
Abstract: The South Carolina Technical College System was started in 1964 to draw industry to the state. The South Carolina Technical Colleges have consistently played a valuable role in attracting major industry to the state. Over the last 30‐plus years, the system has grown to 16 colleges that are distributed throughout the state. The colleges offer both technical and transfer courses. They also provide training for new companies and a full range of continuing education classes. The colleges today are governed by the State Board for Technical and Comprehensive Education. They have seen significant growth over the last 5 years. The system provides easy access to higher education. The colleges today are faced with many challenges, including decreased funding, limited equipment funds, and increased reporting requirements. The colleges are challenged to do more with less. They must relate effectively to all levels of education and continue to support the state's growth and development.
TL;DR: The VCCS plan of 23 community colleges emerged in the 1960s and became well established in the 1970s, a time when higher education needed to be extended more broadly to the population as discussed by the authors.
Abstract: The Virginia Community College System (VCCS), though a relatively young system of higher educational institutions, has strong and rich ties to Virginia's early history. The importance of public education in the development and preservation of our free society was well established by Thomas Jefferson. The VCCS plan of 23 community colleges emerged in the 1960s and became well established in the 1970s, a time when higher education needed to be extended more broadly to the population. After substantial growth and maturing of the system in the 1980s, the VCCS approaches the closing of the century with new and exciting applications of technology, distance learning, and teaching vitality as steps toward achieving its mission.
TL;DR: This article examined 2-year public college students's satisfaction with career planning and job placement services offered at their college by gender and job cluster, and found that women were more satisfied with these services than were their male counterparts.
Abstract: The purpose of this study was to examine 2‐year public college students'satisfaction with career planning and job placement services offered at their college by gender and job cluster The 2,873 students included in this study attended 212‐year public colleges in 11 states, predominantely in the Midwest The results revealed significant differences in students'satisfaction with career planningandjob placement services Women were more satisfied with these services than were their male counterparts Students in the Business Operations job cluster were significantly more satisfied with career planning and job placement than were students in other job clusters Students were significantly more satisfied with career planning services they received than with job placement services
TL;DR: Distance learning has emerged as a proven strategy for meeting demands and serving diverse learning populations as mentioned in this paper, and it has solved problems in access, equity, excellence, and funding in the educational environment.
Abstract: Change and technology go hand‐in‐hand in most successful environments, and technology has proved itself as a change agent. As the educational environment has faced the need for changes, distance learning has provided excellent opportunities to enhance educational performance. Distance learning has emerged as a proven strategy for meeting demands and serving diverse learning populations. Creative delivery of learning has solved problems in access, equity, excellence, and funding. Distance learning allows learners in any environment to access information that can be applied directly to social, educational, or work dynamics.
TL;DR: In 1988 California adopted Assembly Bill 1725, which mandated shared governance for the state's 107 community colleges as discussed by the authors, and the first large-scale review of the colleges' reaction to the legislation, as reported by college, academic senate, and faculty union presidents, plus selected faculty members.
Abstract: In 1988 California adopted Assembly Bill 1725, which mandated shared governance for the state's 107 community colleges. This study is the first large‐scale review of the colleges’ reaction to the legislation, as reported by college, academic senate, and faculty union presidents, plus selected faculty members. Although much progress has been made, full implementation has yet to be achieved.
TL;DR: In this article, the authors assess how students and parents perceived a suburban community colleges' postsecondary enrollment options program and base marketing strategies on these perceptions, which provides colleges and universities an effective means to maintain the established community link.
Abstract: A vast majority of colleges and universities have provisions for admitting high school students to special college programs (Robinson & Noble, 1992). These postsecondary enrollment options programs are vital because they link local higher education to the community by actively involving high school personnel, students, and parents in planning for college. Establishing and maintaining this link presents unique challenges to educators because it must meet the needs of a diverse population. The purpose of this study was to assess how students and parents perceived a suburban community colleges’ postsecondary enrollment options program. Basing marketing strategies on these perceptions provides colleges and universities an effective means to maintain the established community link.
TL;DR: In this paper, the authors evaluated the developmental course effectiveness for full-time community college students in terms of cumulative grade point average (GPA), total credits earned, retention, goal attainment, certificate earned, and degree earned.
Abstract: Developmental course effectiveness for 314 full‐time community college students was evaluated in terms of cumulative grade point average (GPA), total credits earned, retention, goal attainment, certificate earned, and degree earned. Three groups of students were compared: those exempt from developmental skills courses in 4 areas, those who completed recommended developmental skills courses, and those who did not complete at least 1 recommended course. The exempt and completer groups did not do better than noncompleters on total credits earned, retention to the second year (students in 2‐year programs), goal attainment for students whose goal was to earn a degree or to transfer, and degree earned. The exempt and completer groups did not differ in mean cumulative GPA, and only the exempt group outperformed noncompleters on this measure. For students in 1‐year certificate programs, there appeared to be an advantage for those who were exempt from or completed developmental skills courses in terms of retention...
TL;DR: The Florence-Darlington Technical College in Florence, South Carolina as mentioned in this paper developed a curriculum with an emphasis on international and intercultural education to prepare students for jobs in an international environment, and a growing proportion of companies in the United States are foreign affiliated.
Abstract: Part of the mission of the American Association of Community Colleges addresses the need for a curriculum emphasis on international and intercultural education (Wismer, 1994, p. 77). Considering that (a) 2‐year colleges exist primarily to prepare students for jobs, (b) many American businesses operate in an international environment, and (c) a growing proportion of companies in the United States are foreign affiliated, the internationalization of our curriculums is necessaryforthe fulfillment of institutional missions of preparing the workforce for businesses. However, to fully internationalize college programs and services, the focus must be on more than courses and curriculums. The everyday life of college students, faculty, and staff must present evidence of cultural diversity. Internationalization, therefore, must be infused at every level of college activity. Such an infusion is occurring at Florence‐Darlington Technical College in Florence, South Carolina. There are four broad categories within whic...
TL;DR: The authors reviewed the development of community colleges in Missouri with emphasis on four seminal events: enabling legislation in 1961, a change in state oversight from secondary to postsecondary education in 1974, a 1990 change from a credit hour-based formula to "base-plus", and the decision to hire full-time lobbying support.
Abstract: This article reviews the development of community colleges in Missouri with emphasis on four seminal events: enabling legislation in 1961, a change in state oversight from secondary to postsecondary education in 1974, a 1990 change from a credit hour‐based formula to “base‐plus,” and the decision to hire full‐time lobbying support. Each of these events is analyzed for its effect on the evolution of 2‐year colleges in Missouri from a loose confederation of semiautonomous junior colleges toward an integrated system. The article also reviews how these benchmark events have shaped the agenda for the future of community colleges in Missouri.
TL;DR: The role of community college education in West Virginia has been slow in crystallizing as discussed by the authors, and the potential of community colleges to impact West Virginia's economic development has been highlighted. But, as a state that leads the nation in the lowest percentage of college graduates, community colleges have been slow to adapt to state and higher education mandates.
Abstract: West Virginia's public colleges have a rich tradition of making higher education accessible through the delivery of community college programs. Challenged by mountainous terrain that often isolated communities, 4‐year colleges in West Virginia offered associate degree programs as early as the 1930s — 40 years before a formal organization of community college education was initiated. Development of the community college system in West Virginia began in 1971 through legislative action. Yet the role of community college education in West Virginia has been slow in crystallizing. Recent state legislation has focused on higher education in general and community colleges in particular in a state that leads the nation in the lowest percentage of college graduates. To meet the challenges of the 21st century, West Virginia's community colleges are positioning themselves to respond to state and higher education mandates via a global perspective. The potential of community colleges to impact West Virginia's economic ...
Journal Article•
TL;DR: The role of music in the community college curriculum from the 1910s to the 1990s has been examined in this paper, showing that the role has expanded in tandem with the function of community college, and it has grown to include both community music activities and preparation for transfer to a conservatory or 4-year institution.
Abstract: This historical examination focuses on the development of music in the community college curriculum from the 1910s to the 1990s. The role of music in the community college is overviewed in light of the changing focus of the community college through history. This examination reveals that the role of music has expanded in tandem with the function of the community college, and it has grown to include both community music activities and preparation for transfer to a conservatory or 4‐year institution.
TL;DR: In this paper, the content of art appreciation courses in the Illinois community colleges was determined by collecting data from the lead art appreciation instructor at each of the 52 colleges in the state.
Abstract: The primary purpose of the study was to determine the content of art appreciation courses in the Illinois community colleges. Other purposes were to determine instructor characteristics, institutional characteristics, and the methodology used to teach the courses. A mailed survey was used to gather the data from the lead art appreciation instructor at each of 52 colleges. Thirty‐six surveys were returned, for a response rate of 69%. On average, nearly four art appreciation course sections, with a range of 1 to 20, were taught at each 2‐year college. Most instructors used textbooks; 15 different titles were furnished by the respondents. Cultural art, art production, and studio art were included in most courses. Numerous art periods and the works of many artists were studied.
TL;DR: A formal agreement between the University System of Georgia Board of Regents and the Board of Technical and Adult Education (BEA) is presented in this paper to facilitate the interface between the two systems and with the K-12 educational system.
Abstract: Georgia's longstanding dual system of 15 state‐operated 2‐year colleges and 32 technical institutes is being energized by a renewed commitment—in the form of a formal agreement from the University System of Georgia Board of Regents and the Board of Technical and Adult Education—to resolve longstanding issues and begin collaborating in new ways. With student needs as the cornerstone, the agreement facilitates the interface between the two systems and with the K—12 educational system. It is believed that the agreement plus the use of lottery funds for scholarships, new initiatives for the University System, continued growth of technical institutes, and other factors will increase the state's traditionally low postsecondary education participation rates.
TL;DR: For 32 years, Iowa's community colleges have provided programs to meet the community interests and personal objectives of Iowans as mentioned in this paper, and they are committed to the communities they serve and are working to prepare and educate the workforce, improve economic conditions, and create a better quality of life for IOWans.
Abstract: For 32 years, Iowa's community colleges have provided programs to meet the community interests and personal objectives of Iowans. These colleges are committed to the communities they serve and are working to prepare and educate the workforce, improve economic conditions, and create a better quality of life for Iowans. In 1965, the Iowa General Assembly approved legislation creating the state's 15 area community colleges. Four were founded as technical colleges, but today all are comprehensive community colleges, providing educational access in all 99 counties. Today, the colleges operate 28 campuses, offering credit and noncredit programming to 656 cities and towns. From the beginning, the colleges have focused on building partnerships to fulfill their mission. Partnerships within communities, with each other and with other institutions of higher learning, ensure that the colleges are responsive to community needs. In the 1960s and 1970s, these partnerships helped provide community education, vocational t...