Download or read book Are Community Colleges Underprepared for Underprepared Students written by Pam Schuetz and published by Jossey-Bass. This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume steps outside entrenched habits of viewing the underprepared student as the central problem in improving student outcomes and highlights new questions and approaches that focus on addressing the reality of student needs. Chapters discuss: Overview of Foundational Issues Developing a Theory-Driven Model of Community College Student Engagement Focus on the Front Door of the College Organizational Culture as a Hidden Resource Tiered Mentoring to Leverage Student Body Expertise Do Institutional Attributes Predict Indidivuals' Degree Success at Two-year Colleges? Information Networks and Integration: Institutional Influences on Experiences and Persistence of Beginning Students The California Basic Skills Initiative Institutional Efforts to Address Disadvantaged Students: An "Up-So-Down" View Transmuting Resistance to Change If community colleges can find the courage and willingness to appreciate that they are as underprepared for their students as these students are for the college-level curriculum, it would signal the beginning of a major paradigm shift and a new universe of possibilities. This is the 144th volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. 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 Teaching Unprepared Students written by Kathleen F. Gabriel and published by Taylor & Francis. This book was released on 2023-07-03 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education—not just more students with learning disabilities (whose numbers have more than tripled), but students (with and without special admission status) who are academically at-risk because of inadequate reading, writing and study skills. This book provides professors and their graduate teaching assistants—those at the front line of interactions with students—with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies.The author shares proven practices that will not only engage all students in a class, but also create the conditions—while maintaining high standards and high expectations—to enable at-risk and under-prepared students to develop academically and graduate with good grades. The author also explains how to work effectively with academic support units on campus. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of “universal design” strategies.The ideas presented here—that the author has successfully employed over many years—can be easily integrated into any class.
Download or read book Yes We Can written by Robert H. McCabe and published by Rowman & Littlefield Publishers. This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Champion the mission of developmental education and support the effort to advocate for the underprepared with the unflinching Robert McCabe, author of No One to Waste. This is your opportunity to capitalize on today's high level of interest in developmental education among public decision makers and community college leaders with the guidance of McCabe's Yes We Can! Enlightenment and program enrichment comes from in-depth discussions of learning and curricula, technology, placement and assessment, and English as a second language, as well as close-ups of effective community college programs and practices.League for Innovation in the Community College and AACC
Download or read book Redesigning America s Community Colleges written by Thomas R. Bailey and published by Harvard University Press. This book was released on 2015-04-09 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
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 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 Transition to College Nonacademic Factors that Influence Persistence for Underprepared Community College Students written by Ann M. Paulson and published by . This book was released on 2012 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges provide access to higher education for a broad range of students. The majority require "remedial" coursework in reading, writing and, especially, math. Most students who begin with this remedial coursework do not go on to earn a certificate or degree. Low levels of college graduation have high direct cost, adversely affect the U.S. economy and contribute to socioeconomic inequity. The literature review shows that both academic and nonacademic factors influence both completion of remedial coursework and completion of first year in college. It introduces research on a variety of strategies for increasing completion and persistence for underprepared students. The purpose of this ex post facto study was to identify nonacademic factors that may influence the ability of underprepared, community college students to transition into college-level work and the extent to which these factors could be used to predict persistence. Logistic regression was used to analyze the effect of gender, race/ethnicity, age, enrollment status (full- or part-time), receipt of financial aid, family status and purpose. Each factor was evaluated with the other six factors held constant. The dependent variable was the completion of 15 college-level credits. The population for this study was students in the Washington State system of 34 community colleges. Records for 15,177 students were considered. The findings reflected that at least one category in each of the seven variables had a statistically significant relationship with persistence at the .05 level. The best predictor of student success in transition was enrollment status (full- or part-time) followed by race/ethnicity, gender, receipt of financial aid and family status. The findings are significant because they direct further research into the factors and experiences that influence success, and point toward practices to address gaps.
Download or read book Overloaded and Underprepared written by Denise Pope and published by John Wiley & Sons. This book was released on 2015-07-27 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for Overloaded and Underprepared “Parents, teachers, and administrators are all concerned that America’s kids are stressed out, checked out, or both—but many have no idea where to begin when it comes to solving the problem. That’s why the work of Challenge Success is so urgent. It has created a model for creating change in our schools that is based on research and solid foundational principles like communication, creativity, and compassion. If your community wants to build better schools and a brighter future, this book is the place to start.” —Daniel H. Pink, author of Drive and A Whole New Mind “Challenge Success synthesizes the research on effective school practices and offers concrete tools and strategies that educators and parents can use immediately to make a difference in their communities. By focusing on the day-to-day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “Finally, a book about education and student well-being that is both research-based and eminently readable. With all the worry about student stress and academic engagement, Pope, Brown and Miles gently remind us that there is much we already know about how to create better schools and healthier kids. Citing evidence-based ‘best practices’ gleaned from years of work with schools across the country, they show us what is not working, but more importantly, what we need to do to fix things. Filled with practical suggestions and exercises that can be implemented easily, as well as advice on how to approach long-term change, Overloaded and Underprepared is a clear and compelling roadmap for teachers, school administrators and parents who believe that we owe our children a better education.” —Madeline Levine, co-founder Challenge Success; author of The Price of Privilege and Teach Your Children Well “This new book from the leaders behind Challenge Success provides a thorough and balanced exploration of the structural challenges facing students, parents, educators, and administrators in our primary and secondary schools today. The authors’ unique approach of sharing proven strategies that enable students to thrive, while recognizing that the most effective solutions are tailored on a school-by-school basis, makes for a valuable handbook for anyone seeking to better understand the many complex dimensions at work in a successful learning environment.” —John J. DeGioia, President of Georgetown University
Download or read book Defending the Community College Equity Agenda written by Thomas W. Bailey and published by JHU Press. This book was released on 2006-12-26 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher description.
Download or read book Engaging Underprepared Community College Students written by Erika Glaser and published by . This book was released on 2011 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by implementing college-wide strategies inside and outside the classroom to help underprepared students succeed. Since community colleges offer educational opportunities to anyone seeking to further their education, and hence serve the majority of underprepared college students, it is difficult to overstate the importance of assessing and strengthening the quality of educational practices for developmental students at these institutions. Assessing the extent to which underprepared college students are actively engaged in meaningful educational experiences, and the relationship between engagement and student outcomes, will help college leaders and policymakers implement research proven engagement strategies to help a population of students that has been historically underserved attain academic success and reap the societal and economic benefits of higher education. Relationships between engagement and three critical outcomes for underprepared college students were investigated: developmental sequence completion, subsequent college-level course performance, and attainment. Similar to studies conducted on the four-year sector, the present study found similar effects of engagement on developmental students attending community colleges. While generally having a positive effect on outcomes, engagement has been proven to have compensatory effects for students which have been typically underserved including minority, nontraditional age, and first-generation students. The present study found that the impact of engagement varies according to student characteristics and level of developmental course need and subject area. Further, the study suggests that certain types of engagement can have greater influence on students which characteristically are least likely to earn a college degree.
Download or read book Factors Supporting Persistence of Academically Underprepared Community College Students written by Dave Pelkey and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify factors that support the likelihood of persistence of academically underprepared community college students to 45 college level credits. Factors considered in this research include: (a) race/ethnicity, (b) age, (c) enrollment status, (d) socio-economic status (SES), (e) first quarter GPA, (f) developmental need, (g) participation in a learning community, and (h) completion of a first year seminar course. The population of students used for the purposes of this research was a cohort of first time, full and part-time, community college students enrolled in associate degree pre-baccalaureate programs of study at Tacoma Community College during Fall quarter 2005. Students in this cohort placed below college level in mathematics, reading or English. Binary logistic regression was used to evaluate the existence, direction and strength of the relationships between each of the independent variables and the dependent variable the completion of 45 college credits. Findings from this study indicate that enrollment status, specifically full-time enrollment and first quarter GPA, both had statistically significant positive relationships to persistence of academically underprepared students at the community college. Although this research only identifies only two elements as having statistically significant relationships to the completion of 45 credits the data does indicate several other variables with high odds ratios that suggest a possibility that they influence the persistence of academically underprepared students and should be considered by practitioners at community colleges.
Download or read book Understanding Community Colleges written by John S. Levin and published by Routledge. This book was released on 2012 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding Community Colleges provides a comprehensive review of the community college landscape--management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development--and bridges the gap between research and practice. This contributed volume brings together highly respected scholars in the field who rely upon substantial theoretical perspectives--critical theory, social theory, institutional theory, and organizational theory--for a rich and expansive analysis of community colleges. The latest text to publish in the Core Concepts in Higher Education series, this exciting new text fills a gap in the higher education literature available for students enrolled in Higher Education and Community College graduate programs. This text provides students with: A review of salient research related to the community college field. Critical theoretical perspectives underlying current policies. An understanding of how theory links to practice, including focused end-of-chapter discussion questions. A fresh examination of emerging issues and insight into contemporary community college practices and policy.
Download or read book Democracy s Open Door written by Marlene Griffith and published by Heinemann Educational Books. This book was released on 1994 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, community college administrators and students speak in defense of this bold system of education. You will come to know the faculty and how they teach. You will learn about the myths that circulate about these schools and how they endanger the colleges. And, most importnat of all, you will come to know the students who attend community colleges and what it has meant to their lives.
Download or read book Underprepared Learners written by and published by . This book was released on 1983 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Expectations Meet Reality written by and published by . This book was released on 2016 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report from The Center for Community College Student Engagement examines the gap between those students who think they’re prepared and those who are.
Download or read book Perceptions of Persistence written by Lea C. Maue and published by . This book was released on 2012 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to illuminate the barriers to persistence underprepared students at the community college experience after the initial successful completion of one semester. A qualitative interview study, grounded in phenomenology, was implemented. Participants were identified through a process of purposeful selection, which included the following criteria: (a) beginning the development reading sequence at the most basic level (DEV 65) and passing that course; (b) immediately enrolling in a subsequent semester at the institution; and (c) exiting the institution before acquiring any credit-bearing English coursework. The examination of institutional archival data resulted in 42 potential participants. Participants were recruited via telephone and mail, and of the 42 attempted telephone and 39 mailed contacts, five individuals volunteered to participate in the study. Each participant was interviewed individually, with sessions varying in length between 51 and 119 minutes. Immediately after each interview was complete, the audio recording was listened to in its entirety and transcribed verbatim. The resulting transcripts were analyzed through a modified version of Devinish's (2002) applied method for phenomenological explication of interview transcripts. This involved a multi-layered process of recursive analysis beginning with line-by-line open coding, extracting 333 natural meaning units (NMU). In a second stage of analysis, the NMU were further sorted, analyzed, and grouped to arrive at 46 central themes. The third stage of analysis involved collating and grouping central themes into related fields employing a concept map to form at 13 interpretive themes. The final stage of analysis included a further examination of the 13 interpretive themes, where each was rank ordered by importance (frequency x intensity = priority) and then synthesized with data from lesser themes, which resulted in the following six explicative themes: (a) significant environmental stressors; (b) a sense of self-sufficiency and independency; (c) reading problems; (d) a belief in the power of perseverance; (e) instructor characteristics; and (f) financial aid restrictions. These six explicative themes captured the essence of what it meant for the participants to be an underprepared student at the college and identified the perceived barriers to persistence.
Download or read book Perceptions of Underprepared Community College Students Regarding Their Educational Achievement written by Peter Barbatis and published by . This book was released on 2008 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study serves as the preliminary analyses of a pilot study of community college students who persisted through their remedial classes and their programs of study and had attained the associate degree at a multicultural community college. This study is informed by Tinto's academic integration model, Astin's social involvement model and Freire's critical theory with attention to the ways that race, class, gender, the economy, education, religion, and sexual orientation interact to construct a social system. The researcher's goal was to identify how learning community experiences, notably the mentoring and networking opportunities, might have influenced experiences of the underprepared student. Individual Interview Protocol for Pilot Study is appended. (Contains 2 tables and 3 figures.).
