Download or read book Counseling Developmental Learning Communities and Student Academic Performance in Community College written by and published by . This book was released on 2012 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic performance of students who participated in a counseling class that was not linked to a learning community to the performance of students who had taken a counseling course as part of a learning community. Academic progress in this study was defined by three performance outcomes: GPA, retention, and persistence. The study focused on archival data made available from Fall 2009 to Fall 2011 from Western Community College (WCC). Comparisons in academic performance were also made between learning community students with a one-unit counseling class, and learning community students with a three-unit counseling class. The study utilized a quantitative methodology. In order to measure learning community students' perceptions of satisfaction, support and engagement, this study utilized data from a survey tool developed and standardly administered by the institution. Potential benefits of examining the success rate of students who take a counseling course as part of a learning community can have implications as to the number and composition of learning communities that will be offered each semester by community colleges as a means to foster student success.
Download or read book Promising and High Impact Practices Student Success Programs in the Community College Context written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2016-09-21 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Student Success in Community Colleges written by Deborah J. Boroch and published by John Wiley & Sons. This book was released on 2010-02-22 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students." K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal." Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems." W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley
Download or read book The Role of Learning Communities in Supporting Enrollment Decisions and the Academic Success of African American Community College Students written by Tanya Suzy Baronian and published by . This book was released on 2022 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though Assembly Bill 705 was passed in California to reduce gaps in retention and completion for community college students of color, these equity gaps persist. This study used quantitative and qualitative research methods to examine factors that influence enrollment choices and success in gatekeeper courses, like English, for African American community college students. Of particular focus were institutional supports and the role of learning communities. This study's findings mostly confirm existing research on learning communities and other institutional supports, like counseling, and the ways in which these supports help students enroll in and complete courses. Primary findings from this study emphasize the importance of creating Educational Plans with counselors and frequent contact with counselors. The quality of professors was also perceived to influence students' academic success, in addition to precollege factors, such as pre-existing writing skills. This study was grounded in two theoretical frameworks: Regina Deil-Amen's (2011) Socio-Academic Integrative Moments and Laura Rendon's (1994) Theory of Validation. The important role that learning communities play in community building and increasing a sense of belonging among students of color are validated through the lenses of these theories.
Download or read book Building Online Learning Communities written by Rena M. Palloff and published by John Wiley & Sons. This book was released on 2009-12-30 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.
Download or read book Working With Students in Community Colleges written by Lisa S. Kelsay and published by Taylor & Francis. This book was released on 2023-07-03 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book Transformational Learning in Community Colleges written by Chad Hoggan and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformational Learning in Community Colleges details the profound social and emotional change that nontraditional and historically underserved students undergo when they enter community college. Drawing on case study material and student observations, the book outlines the systematic supports that two-year institutions must put in place to help students achieve their educational and professional goals. The book offers guidance on how a renewed focus on student transformational learning can complement the skills curriculum, accelerate current reforms, and help lead to higher student success rates. "Chad Hoggan and Bill Browning have produced an excellent guide for assuring greater levels of success at the place community colleges and students meet at scale everyday: the classroom. It will provide community college academic leaders and faculty alike with a guide that will significantly improve student success in the classroom. This book is both timely and relevant as the classroom becomes the next frontier for community college reformation." --Kenneth L. Ender, professor of practice, The Belk Center for Community College Leadership and Research, and president emeritus, William Rainey Harper College "Transformational Learning in Community Colleges makes a meaningful contribution to the literature on student success by addressing pressing challenges such as the need for coordinated efforts at the program level. Intended for practitioners in community colleges and career pathways training programs, this book focuses on the changes students experience in college and provides helpful real-life examples, case studies, and applied strategies for readers to use." --Meredith Archer Hatch, senior associate director for Workforce and Academic Alignment, Achieving the Dream Chad D. Hoggan is an associate professor of Adult, Workforce, and Continuing Professional Education in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University. Bill Browning is an independent consultant with a thirty-year career combining management roles in corporate training, a community-based nonprofit, community college, and workforce development policy and leadership training. Robert G. Templin, Jr. is professor of the practice at the Belk Center for Community College Leadership and Research at North Carolina State University and senior fellow of the College Excellence Program at The Aspen Institute.
Download or read book The Efficacy of Learning Communities in Assisting Developmental Students in Achieving Graduation and Accumulation of Credit Hours in a Southern Metropolitan Community College written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Hinds Community College (HCC) engaged in a study that produced the transitional program. This program was in response to high rates of attrition of the college's freshmen classes because of poor academic performance. This dissertation evaluated the effectiveness of the transitional program's main component--the learning community created by placing students in the LLS 1151 College Life course based on their status as residence hall students. HCC's transitional program is a further elaboration of placement policies that have been a part of the community college landscape for many years. The HCC transitional program incorporates learning communities in combination with HCC's placement policies and provides an element of structure. This research examined the academic progress of a cohort from its inception in the fall semester of 2006 through 4 years until the conclusion of the spring 2010 semester. This examination included a review and analysis of the performance of the transitional program students who were assigned to learning communities as opposed to the performance of developmental students who were not assigned to learning communities (those who commuted). Specifically, the research evaluated how many students completed programs of study out of those who initially enrolled as residential transitional students and out of those who initially enrolled as nonresidential transitional students, how many credit hours the two groups accumulated over a 4-year period, and performance in basic English and mathematics courses. This study used a causal-comparative design that examined a cohort over a 4-year period while at HCC to examine if there were significant differences between those students who were a part of a learning community compared to those students who were not.
Download or read book The Experimental College written by Alexander Meiklejohn and published by . This book was released on 1928 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Communities for Developmental Education Students written by Michael J. Weiss and published by . This book was released on 2011 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents results from a rigorous random assignment study of Learning Communities programs operated at three of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration's focus is on determining whether Learning Communities are an effective strategy for helping students who have been referred to developmental education. The setting of this research is Hillsborough Community College, Queensborough Community College and Houston Community College. Findings from these three Learning Communities Demonstration sites are as follows: (1) Hillsborough's fairly basic Learning Communities' model did not have a meaningful impact on students' academic success (in terms of likelihood of completing developmental reading, average total credits attempted/earned, and rates of persistence); (2) Both Houston's and Queensborough's Learning Communities programs showed evidence of helping students progress through the developmental math sequence more quickly; and (3) Houston's and Queensborough's Learning Communities programs both did not show evidence of lasting impacts on credit accumulation or retention. (Contains 2 tables.).
Download or read book Basic Skills Education in Community Colleges written by W Norton Grubb and published by Routledge. This book was released on 2013-01-04 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over twenty community colleges, Basic Skills Education in Community Colleges analyzes developmental education practices, exploring what goes wrong and what goes right, and provides a series of recommendations for improved practice. Including both classroom observations and interviews with administrators, faculty, and students, this valuable book balances critique with examples of innovation. Part One explores the instructional settings of basic skills—the use of drill and practice and remedial pedagogy in math, reading, writing, and ESL, as well as innovations in colleges that show developmental education need not follow remedial pedagogy. Part Two examines institutional factors shaping basic skills and provides recommendations for improving the quality of basic skills instruction. The research-grounded observations and recommendations in Basic Skills Education in Community Colleges make this an invaluable resource for scholars, administrators, and faculty aiming to help students progress through developmental education to college-level work and beyond.
Download or read book Exploring Learning Communities in an Urban Community College written by Margaret Bivins Brown and published by . This book was released on 2003 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning communities purportedly show promise of alleviating the downward spiral of low academic achievement, rapid attrition, and student discomfort with the educational environment (Gabelnick, MacGregor, Matthews & Smith, 1990; Jacoby, 2000; Lenning & Ebbers, 1999). The purpose of this study was to explore factors present in a learning community that may have contributed to the increased academic achievement and retention of predominantly African American students in an urban community college developmental education program. The learning community was designed to restructure teaching and learning, to provide academic support, and to improve the success rates of entering students as suggested by state, local, and college reformers. This one-time study was conducted over a period of eight months using a qualitative research approach including interviews, observations, and examination of documents and reflective and field-notes. Data were analyzed using frequency counts, content analyses, and constant comparative analysis through the lens of Clark's (1996) model of synergistic community and Vygotsky's (1978) social constructivism theory. The findings suggested that the learning community model, structure, and practices assisted at-risk, low-achieving students in removing barriers to academic and personal success through the use of a cohort model linking developmental courses with a College Success Seminar. A curriculum centered on eight Success Principles created community, provided support, and engaged students and faculty in alternative instructional delivery in a variety of learning styles and teaching modalities. Major conclusions drawn from the findings in this study suggested that the learning community experience benefited the students, faculty, and institution through increased academic achievement and success rates and greater satisfaction with the learning community experience; and that implementing and sustaining learning communities was a challenging process that required committed administrative leadership and advocacy and the involvement of the total campus in order to become institutionalized into the college community. The conclusions drawn imply that community college students can and do succeed if provided supportive, academic environments in an institutional climate that fosters diverse and collaborative practices and policies. Recommendations for policy, practice, and future research included gathering multiple measures of data upon which to base future decisions regarding the purpose and direction of communal learning environments. -- Abstract.
Download or read book College Counseling and Student Development written by Derrick A Paladino and published by . This book was released on 2020 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The college counseling landscape has evolved quite a bit. Over the past decade, we have witnessed 2-year and 4-colleges being shaped by increased attention to mental health issues, crisis response and triage procedures, and students coming to campus already taking prescribed psychotropic medication. In addition, social media and electronic communication have changed our society in important and indelible ways that we have only started to describe and respond to as scholars and practitioners. Greater access to college by a more diverse student population is an important gain, and also requires greater understanding of students working part/full-time while in school, having dependents themselves, being first generation students, seeking on-line education, and returning/adult students). Indeed, in data drawn from 2016, the National Center for Education statistics reflected that one in five college students is at least 30 years old, two in five attend a community college, and almost half attend college part time at some juncture. Adding to this is the context of community, national, global, and political events, which are experienced by students in ways that are both personal and career oriented. This is by no means an exhaustive list, but rather a dusting of the contemporary college student's ecology. We contend that these changes necessitate a greater understanding of college student mental health and wellbeing across campus support offices to facilitate the academic, social, and personal/emotional success of all students"--
Download or read book The Massachusetts Community Colleges Developmental Education Best Policy and Practice Audit written by Charmian Sperling and published by . This book was released on 2009 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study, funded by Jobs for the Future through a grant to the Massachusetts Community Colleges Executive Office, was to: (1) provide an update on the status of developmental education within Massachusetts community colleges; (2) shed light on the alignment between research-based best practices to advance success among developmental learners and the practices and policies currently in use with Massachusetts community colleges; and (3) provide relevant recommendations, as well as a repository of Massachusetts community colleges' practices and policies that advance the persistence and attainment of underprepared learners. Based upon a current best practice literature review, questionnaires were developed and then completed by individuals in the following roles at each of the 15 colleges: Chief Academic Officer, Developmental Math department chair, Developmental English department chair, Reading department chair, and a maximum of two coordinators for Special Programs serving developmental learners. Follow-up campus interviews were conducted: each included 10-20 individuals with responsibility for supporting underprepared learners at each college. The findings indicated that while college personnel feel deeply committed to developmental education and have in place a broad array of relevant courses and services, most institutions have a fragmented approach to fostering achievement among developmental learners. Programs and services that evidence the greatest impact on student success are, by and large, grant-funded initiatives in which clear outcomes and ongoing assessment guide practitioners in developing and refining strategies that increase student attainment and success. Successful strategies include ongoing mentoring; close coordination between instruction and support labs/tutoring, supplemental instruction, advising, counseling; acceleration options, diagnostic assessment linked to opportunities for students to close specific gaps in learning; and learning communities that integrate instruction, aggressive reinforcement of learning, student success skills, and proactive advisement. Fifteen recommendations are offered. They include: linking commitment, inquiry, intentionality and accountability; connecting students to a coherent and interconnected set of offerings and services that enhance student attainment and development; requiring underprepared students to partake of strategies that are known to advance learning and promote success; and aligning faculty and staff professional development programs and desired outcomes with student development and achievement goals and benchmarks. Areas for further inquiry include: further research into the effective linking of diagnostic assessments with coordinated instructional activities; research into best practice models for bringing to scale practices and policies that effectively promote student success; and discovery of professional development programs that have a demonstrable impact on increased student success. Six appendices are included: (1) Following Up on 100% Math: Additional Mathematics Perspectives; (2) Specific Topics for Further Inquiry Generated from Campus Interviews: A Wish List from Massachusetts Community College Developmental Educators: (3) Massachusetts Community Colleges Developmental Education Policy and Practice Audit Timeline Charmain Sperling, ED.D., Principal Investigator; (4) Instructions for Completion of Institutional Inventories; (5) Institutional Inventories; and (6) Campus Interview Protocol. (Contains 101 footnotes.).
Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book High impact Educational Practices written by George D. Kuh and published by . This book was released on 2008 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
