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1.
In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students’ intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities  相似文献   

2.
The use of established scales in research is beneficial for benchmarking, but problematic when local results are invalid, both for local administrators and for the data pool in which the data become part. Administrators at one southeastern community college, as part of a statewide system's effort to exceed a given threshold on the Community College Survey of Student Engagement (CCSSE), focused on the importance of local validation of an instrument assumed to be valid.  相似文献   

3.
Postsecondary Opportunity The Growing Importance of a College Degree Moving from Access to Success Diagnosis by the Numbers: The Education Pipeline for Racial and Ethnic Minorities Diversity 101: Affirmative Action in America Why Students Leave College Models of Student Progression Factors Related to Retention A Framework for Retention A New Perspective on Student Integration Three Forces Affecting Student Persistence and Achievement The Model in Practice Practical Implications of the Geometric Model A Framework for Student Retention Monitoring Students' Progress Implementation and Leadership Important Organizational Considerations in Developing an Institution-Wide Retention Program Implementing Campus-Wide Programs The Importance of Leadership on Student Retention Final Thoughts Appendix A: Promising College Student Retention Programs Appendix B: Annotated Bibliography References Name Index Subject Index  相似文献   

4.
The purpose of this study was to examine determinants of Black male students’ engagement with faculty in the community college. Data from this study were derived from the 2011 three-year cohort of the Community College Survey of Student Engagement (CCSSE). Using data from 11,384 Black male respondents within 260 community colleges, this study investigated faculty–student engagement using hierarchical, multilevel modeling. Among other findings, this study illustrated the importance of reading remediation, participation in learning communities, study skills courses, and college orientation in positively contributing to faculty–student interactions. Implications for college practice are discussed.  相似文献   

5.
This qualitative case study at a two-year community college investigated the reasons behind a persistent gap in the college students’ engagement level in several key areas such as active and collaborative learning and student-faculty interaction as demonstrated in the longitudinal Community College Survey of Student Engagement (CCSSE) and the Community College Faculty Survey of Student Engagement (CCFSSE) results. Using the maximal variation purposeful sampling method, 63 students participated in the study. Results suggested that students’ own perception and behaviors, faculty’s expectations and characteristics, the course characteristics, and institutional level support all played an important role in engaging students. There was a disparity between students’ high perception of the importance of engagement and low level of effort and a disparity between faculty’s perception of student engagement and students’ own perception of engagement. Community college students welcomed high expectations and high standards from their faculty and also desired more challenging courses despite all the obstacles in their lives. Discussions and recommendations for strategies to close the gap in the two disparities and, thus, improve student engagement level are provided.  相似文献   

6.
Philanthropists, researchers, policymakers, and practitioners are increasingly focused on a college completion crisis in the United States. Collectively and independently, they have called for increasing the number of adults with postsecondary certificates and degrees as a national imperative. Using the 2007 administration of the Community College Survey of Student Engagement (CCSSE), this article explores the statistical relationships between student engagement, as measured by the CCSSE, and institutional graduation rates reported to the Integrated Postsecondary Education Data System (IPEDS). Both bivariate correlations and hierarchical multiple regression analyses yielded results that reinforce the salience of student engagement as an important predictor of college completion. Specifically, the CCSSE student engagement benchmarks of active and collaborative learning and support for learners are positive predictors of institutional graduation rates. The article concludes with suggestions around instructional practices and institutional policies to consider for community college leaders committed to the completion agenda.  相似文献   

7.
Foreword The Ill-Structured Problem of College Student Departure Overview of the Volume Intended Audience Tinto's Interactionalist Theory Tinto's Interactionalist Theory An Empirical Assessment of Tinto Propositions Receiving Strong Support Explanations for Unanticipated Academic Integration Findings Tinto's Theory: Revise or Abandon? Toward a Revision of Tinto's Theory for Residential Colleges and Universities Influences on Social Integration Underlying Conceptual Orientation of the Six Influences Tinto's Theory Revisited in Residential Colleges and Universities Implications for Racial or Ethnic Minority Students Student Departure in Commuter Colleges and Universities Sixteen Propositions: Elements of a Theory of Student Departure in Commuter Institutions Formulating a Theory of Student Departure in Commuter Colleges and Universities Exemplary Student Retention Programs Sources of Retention Programs Selecting Exemplary Retention Programs Nine Exemplary Retention Programs Reducing Institutional Rates of Departure An Overarching Recommendation Powerful Institutional Levers of Action Residential Colleges and Universities Commuter Colleges and Universities Reducing the Departure of Racial or Ethnic Minority Students Conclusions and Recommendations for Scholarship Conclusions Recommendations for Further Scholarship Closing Thoughts References Name Index Subject Index  相似文献   

8.
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9.
BOOK REVIEW     
This study examined whether community college students of differing ethnic backgrounds report differential perceptions of growth and development as a function of their community college experience. A multivariate analysis of variance was conducted on survey data from the Community College Student Experiences Questionnaire (J. Friedlander, C. R. Pace, &; P. W. Lehman, 1990). A national sample of 15,263 community college students was used. The ethnic groups under investigation were African‐American, Hispanic, White, and Asian. Tukey‐Kramer tests revealed several statistically significant differences among ethnic groups. However, effect size and omega square analyses suggest that these differences were small in magnitude.  相似文献   

10.
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11.
ABSTRACT

The purpose of this mixed methods study was to investigate the relationship between participation in Extended Opportunity Programs and Services (EOPS) at California Valley College (CVC) (one of the 113 California Community Colleges in California) and several measures of student learning. An embedded survey design was developed using William Sedlacek’s noncognitive questionnaire (NCQ), items from the Community College Survey of Student Engagement (CCSSE), items based on Marcia Baxter Magolda’s epistemological reflection model of cognitive complexity, and items based on student learning outcomes for learning in EOPS. The survey had a 43.7% response rate. Students’ demographic characteristics, progress data, and grades were also collected. The survey concluded with four open-ended questions examining students’ perceptions about their learning. GPA (grade point average) as an outcome measure, and several NCQ scales were positively correlated with the Learning in EOPS Scale. Qualitative and mixed methods analyses extended statistical findings, highlighting the importance of positive outlook, positive self-concept, realistic self-appraisal, and support for learning. Finally, the study found that students’ academic and social involvement played a noteworthy role in students’ development, especially as related to cognitive complexity and learning in EOPS.  相似文献   

12.
Retention is a frequently used strategy to support children who are struggling academically. However, the strategy is costly, and research findings with regard to positive outcomes are mixed. This study examined whether efficacious reading instruction might reduce rates of retention in first grade. We also evaluated the reading instruction the students received compared with children with similar reading and vocabulary skills who were not retained. Additionally, we examined the impact students' self‐regulation may have on grade retention. Findings reveal that it was significantly less likely for students to be retained at the end of first grade if their teacher was implementing more efficacious reading instruction. Moreover, there were substantial differences in the literacy instruction provided for children who were and were not retained. Finally, students in the efficacious reading condition who were retained exhibited significantly weaker self‐regulation skills than did their matched‐promoted peers. © 2012 Wiley Periodicals, Inc.  相似文献   

13.
As more children are being held back a grade as a result of tougher academic standards, the practice of retention and its effects was studied in two Utah school districts. Retention was not found to benefit the children academically or in personal or social adjustment. The purpose of this article is to further analyze the data in order to study retention effects for subgroups of children commonly believed to profit from being retained. In this reanalysis, three independent variables were added in order to address the following questions: (a) Is retention beneficial for children if supplementary academic instruction is provided? (b) Is retention beneficial if the children are average or above in intelligence? (c) Also, is retention beneficial if it occurs in kindergarten or 1st grade? Retention was not found to benefit these subgroups of children.  相似文献   

14.
Most studies investigating retention of college students have broadly looked at the entire student population. Few attempts have been made to determine if there are specific issues related to the retention of student–athletes. Factors involved in retaining student–athletes were examined by surveying two groups of participants currently enrolled or previously enrolled at a college participating at the National Collegiate Athletic Association (NCAA) Division II level. Student–athletes active in their sport and students no longer actively playing their sport were recruited. The survey consisted of 37 questions using a Likert Scale format as well as two open-ended questions. Eight areas related to retention were examined. Findings indicated that relationships with the head coach, satisfaction with the athletic department, team success, personal reasons, academic concerns, and player development were factors leading to retention or withdrawal from athletic participation. The findings of this study should aid college faculty, administrators, and coaches in their attempts to retain their student–athletes and also be helpful in recruiting practices related to this specific portion of the student body.  相似文献   

15.
The Indiana Project on Academic Success and the College Board Pilot Study on Student Retention evaluated the effectiveness of a variety of approaches to student retention. The authors share empirically grounded insights gleaned from this research.  相似文献   

16.
Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.  相似文献   

17.
In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.  相似文献   

18.
This study was designed to compare full‐ and part‐time faculty on three instructional effectiveness dimensions. Student ratings of teaching, course retention ratios, and subsequent student achievement in advanced courses were used to compare the two teaching groups. Multianalysis of variance (MANOVA), z‐test and analysis of covariance were used to analyze the two groups on the dependent measures. No significant differences were found between the two teaching groups on the effectiveness dimensions. Limitations of the study and future research directions are also discussed.  相似文献   

19.
The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text) of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction may depend on the nature of the task and characteristics of the learner.  相似文献   

20.
Student services in community colleges have an important role to play in meeting student needs and increasing retention rates. As an emerging community college in the state of Louisiana, South Louisiana Community College (SLCC) developed a program for at-risk students designed to be integrated throughout the institution. A comprehensive review of the research informed and supported the foundation of this developing program. This article identifies the areas needing special attention along with those targeted for development. What we have learned will be used as a basis of comparison for future semesters as programs undergo revision and enhancement. The use of follow-up interviews in future evaluation activities promises to yield substantive data for further analysis and development of our programs.  相似文献   

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