An optics first year experience course for community college students

2009 ◽  
Author(s):  
Judith Donnelly
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
First Year Experience ◽  
First Year

Exploring Sources and Infuences of Social Capital on Community College Students’ First-Year Success: Does Age Make a Difference?

2018 ◽  
Vol 120 (10) ◽  
pp. 1-46
Author(s):  
Xueli Wang ◽  
Kelly Wickersham ◽  
Yen Lee ◽  
Hsun-Yu Chan
Keyword(s):  
College Students ◽  
Community College ◽  
Social Capital ◽  
Student Success ◽  
Community College Students ◽  
College Success ◽  
Community College Student ◽  
First Year ◽  
College Student Success ◽  
Different Sources

Background/Context Although numerous studies have emerged shedding light on community college student success, the enduring role of social capital is often overlooked. Furthermore, when conceptualizing social capital in the community college context and its diverse student population, age represents a unique form of diversity in these institutions that warrants further exploration. Purpose This research identifies the sources of social capital and the relationships between different sources of social capital and community college success, taking into account how the identified sources and relationships may vary based on age through the following questions: First, what are the major sources of social capital among first-year community college students, and how do sources of social capital vary based on age of students? Second, how do different sources of social capital influence first-year community college success? Third, how do influences of social capital on first-year community college success vary based on the age of students? Research Design Our study drew on Coleman's conceptualization of social capital, along with survey, administrative, and transcript data from three 2-year colleges in a midwestern state. We performed factor analysis with invariance tests to investigate the sources of social capital among community college students and how the identified factor structure may vary by age. We further conducted a logistic regression to examine the relationship between social capital and community college student success across age. Findings Our findings indicate that social capital needs to be conceptualized differently for community college students across age because they indeed drew on multiple forms of social capital differently, and the sources of social capital that emerged in turn were related to student success in varied ways. Students under the age of 24 relied on institutional agents and academic interaction as dominant forms of social capital, whereas those over the age of 24 relied on significant other's support. Students under the age of 24 were more likely to succeed if they frequently visited advisors for academic reasons. A low or high level of support for schoolwork was related to a higher chance of success for students between 24 and 29 years of age. For the students who were over 30 years old, a moderate level of engagement in their learning network and discussions with academic advisors was related to the lowest level of dropping out. Conclusions This study extends the social capital model by illuminating the varying types of social capital that students of different age groups engage with, particularly in the community college context, and pushes the boundaries of the knowledge base on how social capital functions in relation to student success in postsecondary education. The findings also elucidate new directions for research, policy, and practice in regard to cultivating and maximizing networks and information for community college students of all ages.

Retention of First-Year Community College Students

2014 ◽  
Vol 38 (5) ◽  
pp. 466-477 ◽  
Author(s):  
Melissa H. Windham ◽  
Mark C. Rehfuss ◽  
Cyrus R. Williams ◽  
Jason V. Pugh ◽  
Lynn Tincher-Ladner
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
First Year

scholarly journals Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students

2013 ◽  
Vol 8 (2) ◽  
pp. 264 ◽  
Author(s):  
Heather Coates
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Post Test ◽  
Information Literacy Skills ◽  
Literacy Test

Objective - To explore the relationships between information literacy (IL) test scores and self-estimated ability both prior to and after completing the test. Design - Information Literacy Test (ILT) with pre- and post-test surveys of self-estimated ability. Setting - Two community colleges: a small institution in a rural area and a large institution in an urban area. Subjects – First-year community college students enrolled in entry-level English courses. Methods – The authors conducted a replication study of their earlier work using a larger sample from two community colleges. Information literacy (IL) skills were assessed using the Information Literacy Test (ILT) developed and validated by researchers at James Madison University. During the spring and fall semesters of 2009 and 2011, the authors administered in a single session the ILT, pre-, and post-test survey instruments to 580 participants. Participants self-selected via sign-up sheet. The first hundred students to sign up per enrollment period were scheduled. Participants received incentives for participation, with an additional incentive offered for scoring in the top 15%. Main Results - The majority of students at both schools (95% at school 1, 80% at school 2) scored in the below-proficient range on the ILT, a few scored in the proficient range (5% at school 1, 20% at school 2), but no students scored in the advanced range. The mean of the few scores in the proficient range was closer to the below-proficient range (≤65%) than the advanced range (≥90%). For students at both schools, significant differences were found between their self-estimated and actual test score. While students at both schools adjusted their self-estimated scores downward after completing the ILT, post-test self-estimates remained significantly inflated in relation to their test performance. In particular, students scoring in the below-proficient range demonstrated a large and significant gap. The difference between the self-estimated comparisons to peers and actual scores was significant for students from both schools who scored in the below-proficient range. Only the proficient students at school 1 were able to accurately estimate their IL skill level. Most students completed the ILT remaining unaware of their poor performance. Conclusion – The study revealed a significant disconnect between students’ perceptions of their information literacy skills and their actual performance. Students scoring in the proficient range demonstrated a stronger post-test correction response than students scoring at below-proficient levels. Generally, the authors of the find that the results support the Dunning-Kruger Effect theory that people lacking skills in a particular domain demonstrate a miscalibration between self-estimated and actual skill. Specifically, it confirms that this effect occurs in the domain of information literacy. There is a need for tools to diagnose information literacy competence. Most students are unable to self-assess accurately and competency should not be assumed. Meeting the needs of this population will be challenging, given that they do not recognize the need for instruction or assistance.

Understanding difference through dialogue: A first-year experience for college students.

2016 ◽  
Vol 9 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Charu Thakral ◽  
Philip L. Vasquez ◽  
Bette L. Bottoms ◽  
Alicia K. Matthews ◽  
Kimberly M. Hudson ◽  
...  
Keyword(s):  
College Students ◽  
First Year Experience ◽  
First Year
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