scholarly journals Socialization and Mentoring of Community and Technical College Faculty

2018 ◽  
Author(s):  
Brad Maurice Gilbert
Keyword(s):  
Technical College ◽  
College Faculty ◽  
Community And Technical College

Predictors Associated With Paid Employment Status of Community and Technical College Students With Intellectual Disability

2018 ◽  
Vol 123 (4) ◽  
pp. 329-343 ◽  
Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Frank A. Smith ◽  
Clare K. Papay
Keyword(s):  
College Students ◽  
Intellectual Disability ◽  
Work Experience ◽  
Technical College ◽  
Upper Midwest ◽  
Policy And Practice ◽  
Community And Technical College ◽  
Community And Technical Colleges ◽  
Paid Employment ◽  
Technical College Students

Abstract The present study sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model. Results using logistic regression showed that students who only took inclusive classes, participated in campus events, had prior paid work experience, and participated in volunteering and/or community service were more likely to earn at or above minimum wage during their most recent year in the TPSID program. Implications for policy and practice are discussed.

Modeling Collaboration and Partnership in a Program Integrating NMR across the Chemistry Curriculum at a University and a Community and Technical College

2013 ◽  
Vol 90 (7) ◽  
pp. 873-876 ◽  
Author(s):  
Cathleen Webb ◽  
Darwin Dahl ◽  
Lester Pesterfield ◽  
Donielle Lovell ◽  
Rui Zhang ◽  
...  
Keyword(s):  
Technical College ◽  
Chemistry Curriculum ◽  
Community And Technical College

Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College

1984 ◽  
Vol 4 (1) ◽  
pp. 47-57 ◽  
Author(s):  
ALAN D. SMITH ◽  
MICHAEL N. SUGARMAN
Keyword(s):  
College Students ◽  
High School ◽  
Nontraditional Students ◽  
Grade Point Average ◽  
Technical College ◽  
School Grade ◽  
Grade Point ◽  
Community And Technical College ◽  
High School Grade ◽  
The University

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.

Stated Reasons for Withdrawal and Degrees of Satisfaction Among Student Persisters and Nonpersisters

1983 ◽  
Vol 3 (1) ◽  
pp. 73-84 ◽  
Author(s):  
ALAN D. SMITH
Keyword(s):  
Technical College ◽  
Student Outcome ◽  
Outcome Questionnaire ◽  
Higher Education Management ◽  
Community And Technical College ◽  
Education Management ◽  
Frequent Items ◽  
Continuing Students ◽  
Advising Services ◽  
The University

Revised questionnaire forms of t k National Center for Higher Education Management Systems' Confidential Questionnaire lor Nonreturning Students, and Student Outcome Questionnaire for Program Completers were given to students enrolled in the Community and Technical College and the General College (renamed University College) during the 1978–1979 academic year at The University of Akron. The response rate of useable questionnaires varied from 22 percent of nonreturning students (485) to 28 percent of the continuing students (485) to 28 percent of the continuing student population (2995). Discriminative analysis of demographic variables were completed to assess selection bias for student nonpersister respondents and nonrespondents. Conflict with job and studies, not enough money for school, and needed temporary break from school were reasons for withdrawal cited by more than 20 pcrcent of the student nonpersister respondents. Student nonpersisters listed the factors of counseling and advising services, financial aid opportunities, and quality of instruction more frequently as the first factors if changed, would have encouraged them to stay at the University. Student persisters listed registration processing, parking availability, and television courses as the most frequent items to be changed first in order to better serve them at the University.

Higher Ground Project

2020 ◽  
pp. 720-730
Keyword(s):  
Technical College ◽  
Musical Theater ◽  
Rockefeller Foundation ◽  
Oral Histories ◽  
Appalachian Studies ◽  
Community Members ◽  
Community And Technical College ◽  
Appalachian Regional Commission ◽  
Harlan County

The power of community is at the center of a series of musical plays created by the Higher Ground Project, which is composed of students at Southeast Kentucky Community and Technical College and residents of Harlan County, Kentucky, and is spearheaded by Robert Gipe, director of the college’s Appalachian Program. The plays begin with oral histories gathered by Appalachian studies students and other Harlan County community members as part of grants awarded by the Rockefeller Foundation and the Appalachian Regional Commission; from these interviews, Higher Ground participants create musical theater. Playwright Jo Carson worked with the project for its first play....

Sign in / Sign up

Export Citation Format

Share Document