Faculty Members’ Perceptions of Rigor in Dual Enrollment, Accelerated Programs, and Standard Community College Courses

2015 ◽  
Vol 2015 (169) ◽  
pp. 83-91
Author(s):  
Colin Ferguson ◽  
Pete Baker ◽  
Dana Burnett
Keyword(s):  
Community College ◽  
Dual Enrollment ◽  
Faculty Members ◽  
Accelerated Programs ◽  
College Courses

Formative study of non-credit students at Kingsborough Community College, City University of New York

2020 ◽  
pp. 147797142091592
Author(s):  
Sarantsetseg Davaasambuu ◽  
Christine Zagari
Keyword(s):  
Community College ◽  
New York ◽  
Sampling Method ◽  
Faculty Members ◽  
Academic Departments ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Access To Credit ◽  
Depth Interviews

The study examined students’ needs and satisfaction at the Kingsborough Community College in Brooklyn, NY. Purposive sampling method was used to examine the needs and satisfaction of the allied healthcare programme and the English as a Second Language programme students. Results of the focus group discussions and in-depth interviews with students and faculty members demonstrate that there is still a lot of work that needs to be done to assist non-credit students to complete their programmes. By learning the perceptions of the non-credit students, the college can make necessary changes for improvements, which ultimately will bring a higher return on investments and engagement of the non-credit student population. The needs and satisfactions of this population have to be taken seriously; whereby providing students by access to credit programmes, generating meaningful outcomes for a range of their needs, and facilitating the long-term pursuit of degree in connection to the academic departments.

The Answer Is Yes

2016 ◽  
Vol 45 (2) ◽  
pp. 79-98 ◽  
Author(s):  
John M. Grubb ◽  
Pamela H. Scott ◽  
Donald W. Good
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Dual Enrollment ◽  
Future Research ◽  
Full Time ◽  
Student Aid ◽  
Fall Semester ◽  
Northeast Tennessee ◽  
The Impact

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

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