From Introductory Chemistry at the Community College Level to Post-Undergraduate Success: Strategies at Queensborough Community College that Secure the Success of Ethnically Diverse STEM Students

2017 ◽  
pp. 95-114 ◽  
Author(s):  
Paris Svoronos
Keyword(s):  
Community College ◽  
Ethnically Diverse ◽  
Success Strategies ◽  
College Level ◽  
Introductory Chemistry ◽  
Stem Students ◽  
Undergraduate Success

scholarly journals Constructing authority: Using the ACRL Framework to connect with underserved students

2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper
Keyword(s):  
Community College ◽  
Adult Students ◽  
Information Literacy ◽  
Library Instruction ◽  
College Level ◽  
Supportive Services ◽  
Underserved Students ◽  
Returning Adult Students ◽  
Underserved Groups ◽  
Innovative Instruction

At the community college level, rethinking library instruction in light of the ACRL Framework for Information Literacy for Higher Education often feels like a puzzle. But like many things we do at the library, it all comes back to helping our most vulnerable students. In this column, we outline our library’s outreach efforts to engage with two intersecting and underserved groups: returning adult students and students in the LGBTQ+ community. As job markets become more competitive, older adults are returning to community colleges in order to obtain degrees and earn credentials. As awareness and acceptance of the LGBTQ+ community increases, so does the need to provide supportive services for these students. At our library, engaging with the Framework provided an opportunity to design innovative instruction and programming.

The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices

2019 ◽  
Vol 47 (2) ◽  
pp. 136-158 ◽  
Author(s):  
James R. Lancaster ◽  
Carol A. Lundberg
Keyword(s):  
Community College ◽  
Student Engagement ◽  
Personal Development ◽  
Community College Student ◽  
Ordinary Least Squares ◽  
Academic Learning ◽  
Full Time ◽  
College Level ◽  
Faculty Teaching ◽  
Course Experience

Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

Soundoff: Developmental-Studies Mathematics: Developmental or Review?

1986 ◽  
Vol 79 (6) ◽  
pp. 402-403
Author(s):  
John T. Gordon
Keyword(s):  
High School ◽  
Community College ◽  
Secondary School ◽  
Major Part ◽  
School Curriculum ◽  
Colleges And Universities ◽  
Developmental Studies ◽  
College Level ◽  
Secondary School Curriculum ◽  
College Bound Students

Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

Leadership, Cohesion, and Team Norms Regarding Cheating and Aggression

1995 ◽  
Vol 12 (3) ◽  
pp. 324-336 ◽  
Author(s):  
David Lyle Light Shields ◽  
Douglas E. Gardner ◽  
Brenda Jo Light Bredemeier ◽  
Alan Bostrom
Keyword(s):  
Community College ◽  
Leadership Style ◽  
Demographic Variables ◽  
Team Cohesion ◽  
College Level ◽  
Team Members ◽  
Significant Relationships ◽  
Winning Team ◽  
Influence Behavior ◽  
Team Norms

The present study drew from the model of moral action proposed by Shields and Bredemeier (1995) according to which a sport team’s collective norms influence behavior. The focus was on team cheating and aggression norms in relation to demographic variables, leadership style, and team cohesion. Participants were baseball and softball players (N=298) at the high school and community college level. It was found that age, year in school, and years playing ball all correlated positively with expectations of peer cheating and aggression, and with the belief that the coach would sanction cheating if necessary to win. MANOVA results indicated higher anticipations of cheating and aggression among males, college athletes, winning team members, and nonstarters. Significant relationships between leadership style variables and collective team norms, and between team cohesion variables and collective team norms, were also obtained.

Remote sensing curriculum for advanced technology education at the community college level - Mississippi State University and USDA cooperating

2002 ◽  
Author(s):  
Steven J. Thomson ◽  
Donald L. Sudbrink ◽  
Gretchen F. Sassenrath ◽  
Molly B. Walker ◽  
Patrick J. English ◽  
...  
Keyword(s):  
Remote Sensing ◽  
Community College ◽  
Technology Education ◽  
Advanced Technology ◽  
Mississippi State University ◽  
State University ◽  
College Level

Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix

2019 ◽  
Vol 22 (1) ◽  
pp. 67-94
Author(s):  
Katherine A. Abba ◽  
R. Malatesha Joshi ◽  
Xuejun Ryan Ji
Keyword(s):  
Community College ◽  
Second Language ◽  
English Language ◽  
Linguistically Diverse ◽  
The United States ◽  
Generation 1.5 ◽  
College Level ◽  
College Population ◽  
Diverse Community ◽  
Language Students

Abstract Proficient writing in English is a challenge for the linguistically diverse community college population. Writing research at the community college level is warranted in order to guide instruction and assist students in achieving higher levels of proficient writing. The current study examined the writing of three community college groups: native English Language students (L1, n = 146), English as a Second Language students primarily educated abroad (L2, n = 31), and English as a Second Language students who graduated from high school and lived in the United States for more than four years (Generation 1.5, n = 72). The writing samples were analyzed using Coh-Metrix to examine group differences in lexical, syntactic, and cohesion characteristics. Results indicated significant differences in syntactic and lexical measures among all groups, with small to large effect sizes. The majority of differences related to proficient writing characteristics were found between L1 and Generation 1.5 groups.

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