Academic Success and the Transfer of Community College Credits in the Principles of Economics

2007 ◽  
Author(s):  
Paul W. Grimes ◽  
Jon Rezek ◽  
Randy Campbell
Keyword(s):  
Community College ◽  
Academic Success ◽  
College Credits

Academic Success and the Transfer of Community College Credits in the Principles of Economics

2013 ◽  
Vol 58 (1) ◽  
pp. 27-40 ◽  
Author(s):  
Paul W. Grimes ◽  
Jon P. Rezek ◽  
Randall C. Campbell
Keyword(s):  
Community College ◽  
Academic Success ◽  
College Credits

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

2020 ◽  
Vol 38 (1) ◽  
pp. 31-76
Author(s):  
Tanzina Ahmed
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Academic Success ◽  
Community College Students ◽  
Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Entry Points ◽  
Genre Knowledge

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.

Collaboratively Clearing the Path to a Baccalaureate Degree: Identifying Effective 2- to 4-Year College Transfer Partnerships

2018 ◽  
Vol 46 (3) ◽  
pp. 231-256 ◽  
Author(s):  
Di Xu ◽  
Florence Xiaotao Ran ◽  
John Fink ◽  
Davis Jenkins ◽  
Afet Dundar
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Academic Success ◽  
Transfer Students ◽  
Analytical Framework ◽  
Institutional Performance ◽  
College Transfer ◽  
Residual Values ◽  
The Individual ◽  
Effective Transfer

Objective: This study develops an analytical framework for identifying effective partnerships between 2- and 4-year institutions that enable community college entrants to transfer to a 4-year institution and earn a bachelor’s degree in a timely fashion. Method: Using the individual term-by-term college enrollment and degree records from the National Student Clearinghouse for the entire 2007 fall cohort of first-time-in-college community college students nationwide, we use regressions to control for student and institutional characteristics in identifying effective partnerships in two steps: first, we identify community colleges with large residual values (better than expected outcomes); and second, we identify the 4-year partners of those community colleges with large residual values. Results: Descriptive results on the variation in transfer outcomes among the thousands of unique transfer partnerships nationally are presented alongside results from regressions used in the two-step effective transfer partnership identification. Contributions: Recommendations and considerations for using this framework to evaluate and benchmark institutional performance in supporting the academic success of vertical transfer students for baccalaureate attainment are also discussed.

scholarly journals Student Perceptions of COVID-19 on Mental Health and Academic Success: A Comparison between University and Community College Students

2021 ◽  
Vol 3 (2) ◽  
pp. p16
Author(s):  
Rose, Stephanie F. ◽  
Christian, Samantha A. ◽  
Sego, Anita ◽  
Demers, Denise
Keyword(s):  
Mental Health ◽  
College Students ◽  
Community College ◽  
Academic Success ◽  
University Students ◽  
Community College Students ◽  
Student Perceptions ◽  
Future Research ◽  
Supportive Services ◽  
College And University

Very little evidence addresses college students’ perceptions of mental health and supportive services available to assist them with being academically successful since the COVID-19 pandemic began. This is also true for comparing community college students and university students. This study examines the concepts of how COVID-19 has impacted overall student-perceptions of their mental health. Data on perceptions was collected from both community college and university students. A total of 932 students completed a survey regarding their views of mental health, academic success and supportive services Relationships between perceived mental health and supportive services rendered significant findings. Perceived differences between perceived mental health and supportive services were also significantly significant in the data. Recommendations for future research is also explored.

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