scholarly journals Preparing underprepared community college students for college-level reading and writing

2018 ◽  
Author(s):  
Sheril T. Roberts
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
College Level ◽  
Reading And Writing

Guiding choices: implementing a library website usability study

2017 ◽  
Vol 45 (3) ◽  
pp. 359-367 ◽  
Author(s):  
Troy A. Swanson ◽  
Tish Hayes ◽  
Jennifer Kolan ◽  
Kelly Hand ◽  
Susan Miller
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Ease Of Use ◽  
College Level ◽  
Usability Study ◽  
Content Type ◽  
Website Usability ◽  
Study Results ◽  
Study Team

Purpose The purpose of this study is go better understand website usability by community college students. The usability study team sought data that would help to guide in a website redesign. Design/methodology/approach Librarians led students through sessions that followed the usability testing approach defined by Nielsen (2012) which emphasizes the ease of use of the Web interface. This study compared the results from the existing library website and a prototype website. Findings The study’s findings emphasized the need for balance between the variety of services and content that the website provides. This is especially true given that so many community college students are underprepared for college-level courses. Research limitations/implications The study was limited by available time and the clinical nature of the usability session. Practical implications The study results underscore the significant challenge facing library website designers. The various online services exist in pockets that are only partially integrated and, therefore, require students to make decisions and predictive judgments as they navigate the site. Originality/value Overall, this study emphasized the need for balance between the variety of services and content that the website provides.

scholarly journals A National Study of Differences between Distance and Non-distance Community College Students in Time to First Associate Degree Attainment, Transfer, and Dropout

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano
Keyword(s):  
College Students ◽  
Community College ◽  
Online Education ◽  
Community College Students ◽  
Associate Degree ◽  
Degree Attainment ◽  
National Study ◽  
College Level ◽  
Student Survey ◽  
Policy And Practice

Abstract Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The primary goal of the current study was to examine national data (US Dept. of Ed. Beginning Postsecondary Student Survey, 2004-09) on three outcomes for community college students with and without online education experiences. The outcomes were attainment of first associate degree, transfer, and dropout. In contrast to previous research, compared to exclusively classroom-based students, results suggest significantly more students who had engaged in online education had attained an associate degree at the end of the observation period. There were no significant differences in transfer or dropout. These results are interpreted with regard to their implications for policy and practice.

Math Requirement Fulfillment and Educational Success of Community College Students

2016 ◽  
Vol 45 (2) ◽  
pp. 99-118 ◽  
Author(s):  
Xueli Wang ◽  
Yan Wang ◽  
Kelly Wickersham ◽  
Ning Sun ◽  
Hsun-yu Chan
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Community College Students ◽  
Optimal Timing ◽  
Educational Success ◽  
College Level ◽  
Student Behaviors ◽  
First Semester ◽  
Educational Pathways

Objective: In community colleges, achieving competence in math is critical to students’ timely progression through coursework and eventual educational success; yet, it remains unclear when the optimal timing to complete required math courses is in order to maximize the chance of completing a credential on time. This study examines the timing of college-level math requirement fulfillment in relation to the longer term success of community college students. Method: Utilizing survey data and transcript records of 320 students from an urban community college, we performed a survival analysis to investigate how the precise academic terms in which students complete math requirements, taking into account other student behaviors, are related to credential completion. Results: Findings reveal that completing math requirements at earlier (e.g., first semester) or later (e.g., fourth or fifth semester) stages of college is related to a higher rate of credential completion. Students who engage in active learning, find academics challenging, and feel academically supported have a higher probability of completing a credential, whereas student-faculty interactions are negatively related to credential completion. Contributions: Our findings reveal that fulfilling college-level math requirements early on promises higher odds of credential completion. However, this momentum can be achieved by completing math requirements in Term 1, or it can also be delayed until Terms 4 or 5. It is thus imperative to find ways to more accurately assist community colleges and their students in planning the educational pathways, programs, and services that prevent students from stumbling over necessary math requirements and maximize overall success.

Assessing the Efficacy of an Online Stress Management Intervention for Community College Students

2014 ◽  
Author(s):  
Liza N. Meredith ◽  
Patricia A. Frazier ◽  
Jacob A. Paulsen ◽  
Christiaan S. Greer ◽  
Kelli G. Howard ◽  
...  
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Stress Management ◽  
Management Intervention ◽  
Stress Management Intervention
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