scholarly journals Board # 122 : The Impact of Community College Students’ Propensity for Innovation on Persistence in STEM Majors

2018 ◽  
Author(s):  
Gisele Ragusa ◽  
John Slaughter ◽  
Cathalina Juarez
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Stem Majors ◽  
The Impact ◽  
Persistence In Stem

iNoVATE Expansion Project Summative External Evaluation Report

2020 ◽  
Author(s):  
Angelicque Tucker Blackmon
Keyword(s):  
College Students ◽  
Community College ◽  
Problem Solving ◽  
Community College Students ◽  
External Evaluation ◽  
Evaluation Report ◽  
Innovative Curriculum ◽  
The Impact

This is a summative report of three years of data collected to assess the impact of an innovative curriculum on community college students' perceptions of their problem-solving abilities.

scholarly journals California DREAM: The Impact of Financial Aid for Undocumented Community College Students

2018 ◽  
Vol 48 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Federick Ngo ◽  
Samantha Astudillo
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Financial Aid ◽  
Undocumented Students ◽  
Access To Higher Education ◽  
12Th Grade ◽  
Financial Need ◽  
Hispanic Male ◽  
The Impact

Ineligibility for state financial aid has traditionally limited undocumented students’ access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community college students’ enrollment behaviors and postsecondary outcomes. The availability of CA-DREAM aid for these students, in the form of enrollment fee waivers, drew in undocumented Hispanic male students, students with lower average incoming high school GPAs, and those who increased their 11th to 12th grade achievement. Receiving DREAM aid significantly increased the average number of units attempted and completed and, in some cases, improved persistence and attainment outcomes. Undocumented students receiving aid achieved at similar levels as U.S. citizen peers receiving aid and better than their undocumented peers not receiving aid.

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.

The pipeline of physiology courses in community colleges: to university, medical school, and beyond

2016 ◽  
Vol 40 (4) ◽  
pp. 473-476 ◽  
Author(s):  
Jenny McFarland ◽  
Pamela Pape-Lindstrom
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Medical School ◽  
Community College Students ◽  
Health Care Professionals ◽  
Work And Family ◽  
School Students ◽  
Stem Majors ◽  
Anatomy And Physiology

Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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