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1.
Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students’ perceptions of faculty use of six of Chickering and Gamson’s (AAHE Bull 39(7):3–7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on Biglan’s (J Appl Psychol 57(3):195–203, 1973) classification of paradigmatic development (with higher scores on the scale corresponding to students taking a higher proportion of courses in ‘hard’ fields compared to ‘soft’ fields), our study tests differences by the paradigmatic development of the disciplines or fields in which students take their courses within the first year of college. Our findings suggest that as paradigmatic development increases (toward a higher proportion of courses taken in hard disciplines), student perceptions of both faculty use of prompt feedback and faculty use of high expectations/academic challenge decrease, while student perceptions of cooperative learning increase. Further, no statistically significant differences were found between the paradigmatic development of fields in which students’ take their courses and students’ perceptions of faculty use of student-faculty contact, active and collaborative learning, or teaching clarity and organization. This study replicates the findings from Braxton et al. (Res High Educ 39(3):299–318, 1998) using student-level rather than faculty-level reports of faculty use of good teaching practices.  相似文献   

2.
The current rhetoric around using data to improve community college student outcomes with only limited research on data-driven decision-making (DDDM) within postsecondary education compels a more comprehensive understanding of colleges’ capacity for using data to inform decisions. Based on an analysis of faculty and administrators’ perceptions and behaviors at 41 community colleges that participated in an initiative to improve student success, an argument is presented to include social capital as an explicit component of the capacity of community colleges for using data on student outcomes to increase student success. Building on Newmann, King, and Rigdon’s (1997) conceptualization of schools’ organizational capacity to meet accountability expectations and Smylie and Evans’ (2006) exploration of the role of Coleman’s (1988) social capital in policy implementation, this study found a relationship between the presence of forms of social capital as part of the organizational capacity for DDDM and the frequency and extent of data use among faculty and administrators. In light of research on organizational learning that suggests that social capital creates opportunities for the creation of new knowledge—such as possible solutions for persistent problems of student success—and research on organizational routines as mechanisms for change and preservation in organizations, this article concludes with recommendations for community colleges undertaking data-driven educational reform.  相似文献   

3.
This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci’s Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially, job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance student feelings of relatedness.  相似文献   

4.
The term “community” holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term “community” in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project.  相似文献   

5.
The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.  相似文献   

6.
As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.  相似文献   

7.
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8.
Surveys were administered to members of approximately 400 school-based teams participating in a statewide initiative promoting intervention-based assessment. Team members provided information about their teams' demographic characteristics, communication, leadership, and decision-making processes. Results were analyzed in terms of team features and characteristics as well as relationships between these features and several outcomes, including school faculty/staff perceptions of the acceptability of teams; ratings of school support for, and teams' mastery of, the consultative intervention-planning process; number of “traditional” multifactored evaluations conducted in the school; and actual student goal attainment. Significant relationships were found between structural and procedural aspects of team functioning and a number of these outcomes but not with student goal attainment. Results are discussed in terms of future research directions.  相似文献   

9.
U.S. community colleges are considered historical sites of educational access and opportunity for social mobility for nontraditional students. Theoretically framed in Acker’s theory of gendered organizations, this qualitative study explores low-income pregnant and parenting student mothers’ experiences with community colleges, spaces that are designed for an abstract, “ideal student.” Gendered analyses of in-depth interviews from 17 low-income pregnant and parenting student mothers across three community colleges in the Northeastern U.S. reveal compromised classroom and campus wide experiences that negatively impact processes of education and social growth. Findings illustrate the complexity of experiences for this marginalized student group who “do school” in institutional spaces that fail to meet their needs as students with multiple roles. Recommendations for institutional supports are offered.  相似文献   

10.
This mixed-methods qualitative study examined the relationship between perceptions of the importance of social media (i.e., Facebook, Twitter) with community service projects and volunteerism. Participants (n = 80) were interviewed and surveyed regarding their experiences in participating in a variety of community service work (CSW) projects (i.e., urban forestry, community gardening) with their perceptions of the importance of social media. Results supported the hypothesis that a significant correlation exists (r = .286, p < .05) between perceptions of technology as an important part of my life and reduced importance of CSW activities. A significant correlation (r = 287, p < .001) also developed between perceptions of “connectedness” to one’s community, increased technology use and reduced perceptions of the importance of CSW activities. Additionally, a significant positive correlation (r = .454, p < .001) was found between reports of improved perceptions among ethnically diverse populations and the overall importance of CSW activities within the community. Results and suggestions for further research are offered regarding the application of theory to “real world” perspectives and problems involving education and environmental issues.  相似文献   

11.
Community colleges have provided an entree into higher education for many women. Yet, women faculty perceive the overall climate of community colleges as “chilly.” To deconstruct the interpersonal dynamics that may lead to perceptions of a chilly climate, this study examines the prevalence of workplace bullying among and between community college faulty. The purpose is to understand the nature of harassment, the ways in which women define and respond to it, and the importance of contextual factors in the prevalence. Workplace bullying is a form of interpersonal aggression that has implications for how individuals perceive the organizational climate, job productivity, and job satisfaction. Findings from this study indicate that workplace bullying among faculty includes many subtle practices characterized by informal and formal use of power, faculty workplace bullying is affected by several enabling structures specific to the context, and victims typically respond with avoidance. This study has implications for harassment policies, faculty involvement in institutional governance, and the gendered nature of interpersonal dynamics.  相似文献   

12.

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.

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13.
Linkages between faculty/administrator perceptions of student outcomes and selected institutional characteristics were examined using data drawn from a survey of 320 four-year institutions and the HEGIS database. A particular focus of the study was to investigate the contribution of institutional culture variables on perceptions of effectiveness, independent of more traditional institutional characteristics such as size, type, selectivity, and control. Independent effects were established for perceptions of student satisfaction and student personal development, but were not demonstrated for student academic development or student career development. The study also confirmed relationships between institutional culture and faculty/administrator perceptions of a number of educational process variables generally held to be linked to student outcomes, for example, the frequency of student/faculty contact and the degree to which information and feedback are valued in decision making. Results suggest that institutional culture may be a powerful determinant of perceived effectiveness regardless of its structural setting.  相似文献   

14.
This study assesses faculty and student perceptions regarding dual relationships in mentoring, friendships, monetary interactions, informal social interactions, and romantic-sexual relationships. Results indicate faculty-student and gender differences.  相似文献   

15.
ABSTRACT

In the spring of 2002 we conducted a structure-focused case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional-accountability program. Using confidential interviews and document analysis we collected, analyzed, and interpreted data that revealed clear differences in how leaders regarded the accountability program. These distinct, campus-specific perspectives are characterized as “bureaucratic meddling,” “benign intrusion,” “an opportunity to demonstrate accountability,” and “the divided leaders.” Despite these distinct perspectives, however, we also found 2 overarching themes that illuminated common reactions to the accountability program. First, leaders at 3 of the 4 institutions reported that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing. Second, faculty leaders at 3 institutions exhibited an apathy or unawareness of state indicators, even though some state funding was linked to measures regarding student performance.  相似文献   

16.
Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.  相似文献   

17.
This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.  相似文献   

18.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

19.
This study examines student teachers' views on their country and on National Education (NE), with the aim of promoting teachers' understanding of the need for NE. A 40-item survey was administered to 1,650 student teachers, to assess their sense of belonging, protective attitude, perceived right, ethnic tolerance and community and political involvement, as well as their perceptions of the importance and learning outcomes of NE. Significant differences were observed between the genders and between the various programme groups in terms of the student teachers' responses, suggesting the need for a more comprehensive approach to NE in initial teacher education.  相似文献   

20.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

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