scholarly journals Latino Student Persistence Strategies in Transferring from Community College to Tier 1 Universities: A Phenomenological Analysi

2017 ◽  
Vol 6 (2) ◽  
pp. 113-122 ◽  
Author(s):  
Linwood N. Harris
Keyword(s):  
Community College ◽  
Student Persistence ◽  
Latino Student ◽  
Tier 1 ◽  
Persistence Strategies

Advising and Progress in the Community College STEM Transfer Pathway

2013 ◽  
Vol 33 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Becky Wai-Ling Packard ◽  
Kimberly C. Jeffers
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Student Persistence ◽  
Science And Technology ◽  
Future Research ◽  
Accurate Information ◽  
Office Staff ◽  
Research And Practice ◽  
Programs Of Study

Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science and technology transfer-based programs of study participated in phenomenological interviews. Students described how professors, major advisors, and transfer office staff supported their progress by providing accurate information or referring them to helpful resources; students learned answers to unasked questions and stayed on track to transfer. Interactions impeded progress when initial advisors, in particular, provided misinformation, leading to frustration and costly delays. Implications for future research and practice are discussed.

scholarly journals Nourishing STEM Student Success via a TEAM-Based Advisement Model

2017 ◽  
Vol 6 (6) ◽  
pp. 31 ◽  
Author(s):  
Bernard Polnariev ◽  
Reem Jaafar ◽  
Tonya Hendrix ◽  
Holly Porter Morgan ◽  
Praveen Khethavath ◽  
...  
Keyword(s):  
Community College ◽  
Student Success ◽  
Student Persistence ◽  
Public Institution ◽  
First Year ◽  
Promising Practices ◽  
Team Members ◽  
Staff Members ◽  
Supportive Culture ◽  
Stem Students

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. 

Changing the Context of Student Engagement: Using Facebook to Increase Community College Student Persistence and Success

2015 ◽  
Vol 117 (12) ◽  
pp. 1-42
Author(s):  
Loris P. Fagioli ◽  
Cecilia Rios-Aguilar ◽  
Regina Deil-Amen
Keyword(s):  
Community College ◽  
Social Media ◽  
Social Networking Sites ◽  
Student Persistence ◽  
Student Outcomes ◽  
Online Community ◽  
Community College Student ◽  
College Student Persistence ◽  
Online Engagement ◽  
Use Of Social Media

Background Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. Social media may be a particularly attractive option because it can provide a potentially effective and exciting mechanism for catalyzing such connections for students. Purpose/Objective This study examines the use of social media/social networking sites and its relationship to academic outcomes in the context of community colleges. Population/Participants We used longitudinal data from about 17,000 students who joined a Facebook based online application (the Schools App) in seven community colleges across the country. We compared these members to students who did not join the app for an overall sample size of about 98,000. Research Design This study used a quasi-experimental design with propensity score matching and random effects regression to estimate the effects of online engagement on student outcomes. Findings/Results We find that there is, indeed, a relationship between social media use and academic outcomes. The most active users as well as passive users had the highest GPAs and chances of continuing the next semester compared to inactive members of the online community as well as compared to nonmembers. Conclusions/Recommendations We find that certain forms of online engagement have a distinct relationship with GPA and persistence. The results of this study also suggest that, although potentially valuable, it is not easy to build an online community. Sustaining continued use of the application was challenging and strongly dependent on the quality and relevance of the posted comments and discussion. Nevertheless, this study found that for those who continued to use the application, there were positive effects in terms of student outcomes. Our findings further support the notion that integration is relevant for community college student persistence, but the nature of that integration—more simultaneously social as well as academically oriented—is important to consider in both offline and online contexts. Recommendations focus on a more strategic use of social media, which puts specific emphasis on answering questions and getting involved in online communities and not using social media solely for marketing or dissemination of information purposes. On campuses where students realized that answers to pertinent questions were available (through administrators and peers), online engagement was of high quality. Sustaining high quality online interaction is therefore one element in ensuring a positive effect on student engagement and outcomes.

Faculty Training and Mentoring at a Distance

2010 ◽  
pp. 111-125 ◽  
Author(s):  
Rena M. Palloff ◽  
Keith Pratt
Keyword(s):  
Community College ◽  
Student Persistence ◽  
Course Design ◽  
Faculty Training ◽  
Online Faculty ◽  
High Quality ◽  
Online Instructors ◽  
Quality Faculty ◽  
Online Instructor ◽  
Delivery Models

Evidence suggests that a good instructor is the key to student persistence in an online course. Because of this, the hiring, training, and evaluation of good online instructors has become high priority for most online institutions. Providing good training and also providing incentives for keeping good online faculty have become critical concerns for most colleges and universities. However, not all universities are able to provide good training even under the best of circumstances. Many factors can wreak havoc with well-intended plans to provide training for online faculty. This case looks at the characteristics of a good online instructor as well as the faculty training needed to ensure high quality course design and delivery. Models of effective faculty training and evaluation are reviewed. Two cases, Delgado Community College in New Orleans and Excelsior Community College in Kingston, Jamaica are also reviewed to illustrate how critical needs for the delivery of high quality faculty training were met at a distance under less than ideal conditions. The cases illustrate the importance and impact that good training can make.

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