Community College Review最新文献_第7页

Words of Warning: A Randomized Study of the Impact of Assorted Warning Letters on Academic Probation Students 警告信:不同警告信对留校察看学生影响的随机研究

IF 1.3

Community College Review Pub Date : 2022-04-25 DOI: 10.1177/00915521221087285

Brian G. Moss, Ben Kelcey

{"title":"Words of Warning: A Randomized Study of the Impact of Assorted Warning Letters on Academic Probation Students","authors":"Brian G. Moss, Ben Kelcey","doi":"10.1177/00915521221087285","DOIUrl":"https://doi.org/10.1177/00915521221087285","url":null,"abstract":"Objective: Superiority experiments supply a critical lens to probe higher education interventions because they can dismantle the collective effect of a program and identify the relative contribution of the core components. However, such lines of inquiry are generally absent in higher education literature. We draw on experimental data to probe the dominant mechanisms of a simple but promising academic probation intervention. Methods: We used a 2 × 2 factorial experiment designed to unpack the effects of an academic probation intervention and identify the dominant mechanism. Within this framework, 500 academic probation students were assigned to one of four treatment conditions or a control condition. Treatment groups were assigned to receive notification of academic probation status by either certified or regular mail (factor A) that contained either a standard or embellished letter (factor B). Results: We found that students who received embellished warning letters significantly improved subsequent academic performance. The impact on performance was 0.35 grade points when notification sent by regular mail and amplified to 0.48 grade points when sent via certified mail. The routine notification communication message did not differ from the treatment as usual method regardless of mail delivery method. Conclusions: These findings suggest the availability of low-cost, scalable interventions are available and can be identified to positively impact at-risk students’ academic achievement.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47873798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultivating Community College Pathways to STEM Leadership: Examining the Relationships Between Gender, Upward Transfer, and Students’ Computing Leadership Identity 培养社区大学STEM领导力之路:性别、向上迁移与学生计算机领导力认同的关系研究

IF 1.3

Community College Review Pub Date : 2022-04-25 DOI: 10.1177/00915521221087283

J. Blaney

{"title":"Cultivating Community College Pathways to STEM Leadership: Examining the Relationships Between Gender, Upward Transfer, and Students’ Computing Leadership Identity","authors":"J. Blaney","doi":"10.1177/00915521221087283","DOIUrl":"https://doi.org/10.1177/00915521221087283","url":null,"abstract":"Objective: Upward transfer pathways are an important mechanism for advancing gender equity in STEM. Yet, little is known about how students access lucrative STEM careers and leadership positions via community colleges. This study explores the factors that may promote computing leadership identity among upward transfer students, focusing specifically on gender differences in upward transfer computing student experiences. Methods: This study relies on longitudinal survey data from N = 1,955 computing majors across 15 universities in the United States. I used linear regression with tests of two- and three-way interaction terms to examine how factors associated with computing leadership identity might differ by upward transfer student status and gender. Results: Findings highlight how faculty mentorship, peer support, and involvement in student groups might shape leadership identity among all computing students. Other findings show that time spent working for pay is positively associated with leadership identity for non-transfers but negatively associated with leadership identity for upward transfer students. Significant three-way interactions show that parent career and sense of belonging in computing are uniquely associated with leadership identity for upward transfer women. Conclusions: This study identifies contextual factors that are uniquely associated with computing leadership identity for upward transfer students, while identifying ways in which institutions can increase upward transfer students’ access to college experiences that are positively associated with leadership identity for all students. Future directions for research are discussed, including opportunities for researchers to test the impact of specific interventions to promote leadership identity, aspirations, and behaviors for upward transfer students.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48308373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Evaluating On-Line Resources: How Community College Students in STEM Sort and Select Material on the Internet 评估在线资源:STEM社区大学生如何在互联网上分类和选择材料

IF 1.3

Community College Review Pub Date : 2022-04-19 DOI: 10.1177/00915521221087286

Thai-Huy Nguyen, Rose Ann E. Gutierrez, Jalen Smith

{"title":"Evaluating On-Line Resources: How Community College Students in STEM Sort and Select Material on the Internet","authors":"Thai-Huy Nguyen, Rose Ann E. Gutierrez, Jalen Smith","doi":"10.1177/00915521221087286","DOIUrl":"https://doi.org/10.1177/00915521221087286","url":null,"abstract":"Research Question: The vast amount of material available on-line has prompted researchers to understand how undergraduate students sort and select, or evaluate, the results that emerge from their searches. Since students depend on on-line material to facilitate their learning of course material, understanding the basis of their process is imperative to how institutions develop more equitable and far-reaching strategies for student success. Given this context, this study asks the following question: When students are faced with several choices that emerge from their on-line search, what are the criteria used to evaluate and select resources that support learning of course content? Methods: To answer the research question, we drew on interview data from 12 students enrolled in a community college district, who offered insights on how they evaluated on-line resources for their science, technology, engineering, and mathematics (STEM) courses. Results: We find that trust and utility were the prominent criteria by which on-line resources were evaluated. Students were skeptical of the accuracy of content in a given resource and used several dimensions of trust to direct their assessment. Students also evaluated with purpose, to search for and sort resources that reflected their goals and preferred conditions for engagement, or what we consider as utility. Conclusion: Understanding how students sort and evaluate on-line resources offers insights into a learning environment increasingly defined by the internet and informs how institutions and instructors might better incorporate these resources into their curriculum and academic supports. Our findings reveal implications for institutional leadership, faculty, and student services.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Community College Entrance and Bachelor’s Degree Attainment: A Replication and Update 社区大学入学与获得学士学位:复制与更新

IF 1.3

Community College Review Pub Date : 2022-04-19 DOI: 10.1177/00915521221087281

Joshua Pretlow, Margaux L. Cameron, Deonte Jackson

{"title":"Community College Entrance and Bachelor’s Degree Attainment: A Replication and Update","authors":"Joshua Pretlow, Margaux L. Cameron, Deonte Jackson","doi":"10.1177/00915521221087281","DOIUrl":"https://doi.org/10.1177/00915521221087281","url":null,"abstract":"Objectives: We explore the influence of initial enrollment at a community college on the attainment of a bachelor’s degree. Methods: Using the Beginning Postsecondary Students Longitudinal Study (BPS: 12/17) and propensity score analysis, we compare baccalaureate degree outcomes of recent high school graduates who reported their intention to earn a bachelor’s degree and initially enrolled at a community college to those students who began at a 4-year institution. Results: We found initial enrollment in a community college has a negative effect on bachelor’s degree attainment. Our findings are consistent across varying outcome and sample specifications. The magnitude of our findings is consistent with a recent meta-analysis. We found that almost two-thirds of our sample who started at a community college enrolled in a 4-year institution, a fact that has important implications for practice. Contributions: Given the recent research suggesting that more comprehensive programs can drastically increase community college students’ attainment (e.g., CUNY ASAP), we advocate for additional supports for bachelor’s degree-intending community college students. Since the majority of those who start their education at a community college enroll in a 4-year institution, we add to the growing call that discussions about ways to improve the success of bachelor’s degree-intending community college students must include 4-year institutions as partners.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48639676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Incentivizing Full-Time Enrollment at Community Colleges: What Influences Students’ Decision to Take More Courses? 激励社区大学全日制招生：是什么影响了学生选择更多课程的决定？

IF 1.3

Community College Review Pub Date : 2022-02-27 DOI: 10.1177/00915521211061416

Lyle McKinney, A. Burridge, M. Lee, G. V. Bourdeau, Melissa Miller-Waters

{"title":"Incentivizing Full-Time Enrollment at Community Colleges: What Influences Students’ Decision to Take More Courses?","authors":"Lyle McKinney, A. Burridge, M. Lee, G. V. Bourdeau, Melissa Miller-Waters","doi":"10.1177/00915521211061416","DOIUrl":"https://doi.org/10.1177/00915521211061416","url":null,"abstract":"Objective: Students’ enrollment intensity during their first academic semester and year are highly influential in their success and decisions to persist in community college. Limited research, however, has focused on understanding how students navigate the decision-making process of determining their credit load or how institutional support services, such as academic advising, influence these decisions. Our objective was to advance knowledge on this topic by examining the implementation of a 15 to Finish campaign to promote full-time enrollment at a large, racially/ethnically diverse community college system in Texas. Methods: We interviewed 24 students and eight academic advisors to identify key factors that influence recommendations for, and selection of, course load. The collection and analysis of the data employed the critical qualitative inquiry method, and data were analyzed through low- and high-level coding processes using reconstructive analysis. Results: The factors influencing student decision-making fall into three major areas: (1) academic performance, (2) financial considerations and other costs, and (3) advising experiences, with academic performance framing students’ discussion. Academic advisors agreed with the importance of full-time enrollment for students’ success and recognized the importance of reducing time-to-degree, but believed many students were not academically prepared or had too many commitments to enroll in 15 credits each semester. Conclusion: Consequently, a “one-more-course” approach may be more attractive for both students and advisors. We outline recommendations that better enable community college students to make optimal credit load decisions, which in turn can increase their academic momentum and chances for degree completion.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Examining the Impacts of Florida’s Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success 考察佛罗里达州发展性教育改革对非豁免学生的影响:以一年级英语和数学课程的入学和成功为例

IF 1.3

Community College Review Pub Date : 2022-01-26 DOI: 10.1177/00915521211061417

Kai Zhao, Toby J. Park-Gaghan, Christine G. Mokhe, Shouping Hu

{"title":"Examining the Impacts of Florida’s Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success","authors":"Kai Zhao, Toby J. Park-Gaghan, Christine G. Mokhe, Shouping Hu","doi":"10.1177/00915521211061417","DOIUrl":"https://doi.org/10.1177/00915521211061417","url":null,"abstract":"Objective: In 2014, Florida implemented Senate Bill 1720 (SB 1720), which drastically reshaped developmental education practices across the 28 public state colleges. Under the reform, around two-thirds of students became exempt from developmental education. Yet, many students were still required to take the placement test. If they scored below college-ready, they were assigned to developmental education courses using new accelerated strategies. This study focuses on the policy effects on these non-exempt students that received little attention in existing research but also were affected by the reform. Methods: Drawing on student-level data from two first-time-in-college cohorts who were enrolled in state colleges prior to SB 1720 and two cohorts who were enrolled after, this study uses multinomial logit models to predict non-exempt students’ first-year math and English outcomes. Results: We find that non-exempt students benefit from the policy, with significantly higher percentages of students enrolling in and completing college-level and advanced English and math courses after the reform. In addition, non-exempt English students with the lowest level of college readiness experienced the greatest gains post-reform in the completion rates in college-level and advanced English courses. While in math, non-exempt students who scored college-ready experienced the greatest increases post-reform in completion rates in college-level and advanced math courses. Conclusion: Although non-exempt students are not directly affected by the placement policy changes under SB 1720, they still benefit from the reform because of the new instructional strategies and enhanced academic advising and support services.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48239931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“I Had to Figure It Out”: A Case Study of How Community College Student Parents of Color Navigate College and Careers “我必须弄清楚”:有色人种社区大学生父母如何驾驭大学和职业的案例研究

IF 1.3

Community College Review Pub Date : 2022-01-26 DOI: 10.1177/00915521211061425

Adrian H. Huerta, Cecilia Rios-Aguilar, Daisy Ramirez

{"title":"“I Had to Figure It Out”: A Case Study of How Community College Student Parents of Color Navigate College and Careers","authors":"Adrian H. Huerta, Cecilia Rios-Aguilar, Daisy Ramirez","doi":"10.1177/00915521211061425","DOIUrl":"https://doi.org/10.1177/00915521211061425","url":null,"abstract":"Objective: Community colleges, which can lead students to job opportunities and well-paying careers, are one of the main entry points to higher education for student parents. We use a conceptual framework that bridges career capital and community cultural wealth to understand student parents’ college and career trajectories. This study asks (a) How do student parents of color navigate community college? (b) How do student parents of color make educational and career decisions?, and (c) What, if any, institutional resources do student parents of color utilize to learn about career planning and workforce transition resources at their campus? Method: This qualitative case study draws from individual and focus group interviews with 67 student parents of color to better understand how they tap into their cultural knowledge and lived experiences to navigate college and make career decisions. Results: Data speaks to (a) student parents’ difficulty maneuvering life as a college student and parent; and (b) the importance of students’ familial and institutional support networks as they seek college and career information. Contributions: We hope these findings will encourage community colleges to (re)consider their current practices relating to the student parent population which includes identifying and tracking student parents, implementing guided pathways with their unique needs in mind, communicating services offered to student parents, and creating a more welcoming environment for students and their families.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44680817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Book Review: Leading for tomorrow: A primer for succeeding in higher education leadership, by Eddy, P. L., & Kirby, E 书评:《面向明天的领导:高等教育领导力成功入门》，作者:艾迪，p.l.，柯比，E

IF 1.3

Community College Review Pub Date : 2022-01-07 DOI: 10.1177/00915521211061424

Kelly Wickersham

引用次数: 0

Community College Presidential Leadership: How Presidents Think and Act to Support the Holistic Needs of Their Students 社区大学校长领导力:校长如何思考和行动来支持学生的整体需求

IF 1.3

Community College Review Pub Date : 2022-01-07 DOI: 10.1177/00915521211061418

Jorge Burmicky, Antonio Duran

{"title":"Community College Presidential Leadership: How Presidents Think and Act to Support the Holistic Needs of Their Students","authors":"Jorge Burmicky, Antonio Duran","doi":"10.1177/00915521211061418","DOIUrl":"https://doi.org/10.1177/00915521211061418","url":null,"abstract":"Objective: The purpose of this study was to explore how public community college presidents draw upon data, their core values, and lived experiences to make decisions about how they can best respond to the holistic needs of their students. Method: Utilizing secondary elite focus group data with 15 community college presidents in Texas, we employed a general qualitative approach to analyze the data through a conceptual framework that integrates community college leadership and holistic student development theory. Results: Our findings revealed that community college presidents make decisions primarily through select data sources such as external survey organizations and their own core belief systems. Although community college presidents agreed on the most pressing day-to-day issues affecting community college students today, the way in which they framed their decisions and perceptions varied across individuals and institutional contexts. As such, common strategies for addressing holistic student support are presented in this study. Contributions: The residual effects of the COVID-19 pandemic are expected to impact community colleges in the short and long term. As a result, community college presidents are pressed to develop leadership competencies to enhance their decision-making process. This study offers timely implications closely tied to community college leadership and student development theory to inform how community college leaders can enact relevant, data-driven policies, and practices to support their students holistically.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47095503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Dual Enrollment, Performance-Based Funding, and the Completion Agenda: An Analysis of Post-Secondary Credential Outcomes of Dual Enrollment Students by Credential Type 双录取，基于绩效的资助和完成议程:双录取学生的高等教育证书结果分析

IF 1.3

Community College Review Pub Date : 2021-12-28 DOI: 10.1177/00915521211047673

Matthew P. Ison

{"title":"Dual Enrollment, Performance-Based Funding, and the Completion Agenda: An Analysis of Post-Secondary Credential Outcomes of Dual Enrollment Students by Credential Type","authors":"Matthew P. Ison","doi":"10.1177/00915521211047673","DOIUrl":"https://doi.org/10.1177/00915521211047673","url":null,"abstract":"Objective: Dual enrollment has become a significant portion of community college enrollment throughout the country. Some scholars have argued that dual enrollment implementation can be used as a viable policy lever to achieve the certificate and associate degree obtainment outcomes identified in Reclaiming the American Dream, a large-scale policy framework driving the community college completion agenda. However, research on dual enrollment participation and credential completion is just starting to emerge with little focus on associate degree and certificate obtainment. To fill this gap, this study investigates the relationship between dual enrollment and credential completion, paying close attention to associate degree and short-term certificate obtainment. Methods: A quantitative analysis was conducted with data from the National Center for Education Statistics (NCES) to ascertain the relationship between taking college classes in high school and post-secondary credential obtainment. Disaggregated completion percentages were collected both 3 and 5 years after students began at a post-secondary institution, and binary logistic regression models were constructed to calculate the odds of post-secondary credential obtainment when taking dual enrollment courses. Results: Overall, dual enrollment students have increased odds of completing any post-secondary credential compared to non-dual enrollment students. When disaggregated by credential type, dual enrollment students have diminished odds of completing an associate degree or certificate, compared to increased odds of completing a bachelor’s degree. Contributions: This study adds to the growing literature surrounding dual enrollment and post-secondary credential obtainment by demonstrating that dual enrollment is not a viable policy lever to achieve the credential obtainment goals of the completion agenda.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42506082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7