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1.
With more than 12 million students enrolled in over 1,150 two-year institutions, enrollment at these institutions constitutes approximately 44% of all undergraduates in the United States. Despite this, research and prevention efforts related to drinking behaviors among college students attending two-year institutions are limited, with similar information regarding students at traditional four-year institutions readily available. This study sought to examine alcohol use patterns among students at a two-year college compared to a four-year institution. It was conducted at a large (20,000+ students), public, four-year institution and a medium (8,000+), public, two-year institution located in the same community. The Core Alcohol and Drug Survey, a 39-item instrument used by colleges and universities for assessing the nature, scope, and consequences of high risk drinking behaviors in college students, was administered to students at both a two-year (n = 581) and a four-year institution (n = 928) (Cremeens & Chaney, 2012).

The prevalence estimates of current alcohol use among students at the two-year institution in this study are comparable to national estimates for students attending four-year institutions (67.5% and 69.0%, respectively). Estimates of high-risk alcohol use at the four-year institution in this study were higher than national prevalence estimates for similar colleges. Current drinkers and binge drinkers at both institutions experienced the same negative consequences. While the study results provide insight into the need for alcohol prevention efforts at community colleges, there are important factors and practical considerations related to these efforts presented here for community colleges and administrators to contemplate.  相似文献   


2.
Community college students transferring to a 4-year college or university face a variety of challenges. Social and academic issues can pose potential hurdles to graduating with a bachelor's degree for these students. Community colleges and 4-year institutions must work closely together to create more efficient and effective partnerships for students transitioning through the higher education system. This article makes suggestions for community college staff and faculty members to help transfer students successfully transition into university life and complete a bachelor's degree.  相似文献   

3.
This quantitative study investigated e-mail responsiveness by community colleges in the nine mega-states to an inquiry from a prospective student. Noel-Levitz (2006b Noel-Levitz . ( 2006b ). Engaging the “Social Networking” generation: How to talk to today's college-bound juniors and seniors . Retrieved from http://ww.noellevitz.com  [Google Scholar]) reported that prospective students want to receive an e-mail with information about an institution prior to applying for admission. Specifically, high school juniors and seniors want to have a two-way conversation with an institutional representative during their college search (Noel-Levitz, 2006a Noel-Levitz . (2006a). Navigating toward e-recruitment: Ten revelations about interacting with college-bound high school students . Retrieved from http://www.noellevitz.com  [Google Scholar], 2007a Noel-Levitz . ( 2007a ). Building an e-recruitment network: Connecting with college-bound seniors in the era of MySpace . Retrieved from http://www.noellevitz.com  [Google Scholar], 2007b Noel-Levitz . ( 2007b ). Following the link to two-year colleges: The e-expectations of high school students considering community college . Retrieved from http://www.noellevitz.com  [Google Scholar], 2008 Noel-Levitz . ( 2008 ). 2008 e-recruiting practices report: Benchmarks for two-year and four-year institutions . Retrieved from http://www.noellevitz.com  [Google Scholar]). Research also indicates that community colleges are not as likely as four-year institutions to use web-based communication with prospective students (Noel-Levitz, 2008 Noel-Levitz . ( 2008 ). 2008 e-recruiting practices report: Benchmarks for two-year and four-year institutions . Retrieved from http://www.noellevitz.com  [Google Scholar]; Peakow, 2006 Peakow , C. ( 2006 , June 19 ). Survey: Most community colleges don't use the Web to recruit. Community College Week , 18 ( 23 ). Retrieved from http://www.ccweek.com  [Google Scholar]). Half of the community colleges in this study replied to an e-mail inquiry from a prospective student within five business days, just over 30% of community colleges responded with individualized responses, and a number of institutions utilized automated software that did not address the prospective student's questions. Community colleges must acknowledge and respond to the wants and needs of their prospective students for two-way communication during the college search process. With the dramatic expansion of web-based communications options, community colleges that routinely ignore prospective student e-mail inquiries risk a negative backlash from a variety of directions. Numerous student complaints about an institution's lack of responsiveness could trigger any number of local- and state-level concerns impacting everything from simple image and reputation to questions about administrative priorities and the appropriateness of funding levels.  相似文献   

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6.
The demographics of 21st century, community college students are changing. Success strategies are being developed with adult learners in mind, particularly for programs targeting students already in the workforce. While recognizing that such students may have been out of college for an extended time or have obligations differing from traditional college students, such as family and work commitments, programs designed for adult learners should provide clearly articulated pathways to success. Elements of this success strategy should provide instruction in a way that accommodates work schedules and prepares students for classroom challenges.

Degree programs should be designed to help students complete coursework quickly and provide greater access to educational opportunities. Gillette College’s accelerated Mining Technology Program combines a no-options pathway to completion. It is a course delivery system allowing students who otherwise might not have the opportunity to attend college the ability to earn a degree in their career field. To further increase student success, the program relies on strategic and intrusive advising to energize students who may not be used to academic demands.  相似文献   


7.
In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a “transfer receptive culture.” We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully—that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practioners can employ on their home campuses.  相似文献   

8.
Most students with hearing loss attend community college, yet very little research on this population of students exists in higher education. This research was conducted in order to gain a better understanding of how students who are d/Deaf navigate the mainstream postsecondary environment. Purposeful sampling was used to gather data from 19 individuals who attended postsecondary institutions not designed specifically for d/Deaf students. These participants were enrolled in an urban community college district in the southwestern United States and were receiving accommodations from their campus accessibility office.

Participants shared their perceptions of the campus accessibility office, the individuals within it, and campus administrative support. The results from this study help shed light on the experience of d/Deaf students in community college and provide insight on how to facilitate their success in postsecondary education. The author provides recommended practices for campus accessibility offices to adopt in order to effectively serve this student population, including specialized orientation for students and instructors, specialized advising, utilization of student feedback, and increasing campus and community awareness of services offered.  相似文献   


9.
Study purposes were (a) to identify factors associated with academic performance of students enrolled at a four-year university and a two-year community college; and (b) to determine if students who (1) dropped out of a four-year university, (2) entered a two-year community college, and then (3) returned to the same four-year institution improved in academic performance. The 195 undergraduate subjects began their college careers at a large university and subsequently transferred to a community college, a type of student mobility referred to as reverse transfer student. Following a poor academic performance at the university, the students achieved satisfactorily at the two-year college. Students who later returned to the university improved their grades with each quarter's course work. Factors associated with academic performance at the two institutions were identified.  相似文献   

10.
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006 Perin , D. ( 2006 ). Can community colleges protect both access and standards? The problem of remediation . Teachers College Record 108 ( 3 ), 339 – 373 .[Crossref], [Web of Science ®] , [Google Scholar]). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country.  相似文献   

11.
Several studies have reported a positive impact of increased academic momentum on transfer from community colleges to four-year institutions. This result may be due to selection bias. Using data from the Beginning Postsecondary Students dataset, I test whether taking more credits in the first year has an impact on transfer rates among bachelor's degree seeking students who begin at at community colleges. To test previous results, I estimate a dose-response function after balancing on the generalized propensity score, a relatively novel approach for estimating the effect of continuous treatments. I find that after balancing the sample on a rich set of covariates, the estimated dose-response function shows a linear relationship between credits taken and eventual transfer to a four-year college.  相似文献   

12.
Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.  相似文献   

13.
Community colleges have received renewed attention from policymakers seeking to increase college attendance and completion rates because they provide open access to postsecondary education for historically marginalized students. Yet, transfer rates from community colleges to 4-year institutions are low. Inequities in opportunity that are shaped by geography and compounded throughout childhood may restrict higher education opportunities for low-income, first-generation college students. Most studies examining how geography constrains college choice focus on high school students’ initial decisions about higher education, not community college students. We analyze the spatial distribution of community college students’ “choice sets,” the 4-year institutions that they are considering transferring to. Using qualitative interviews and geospatial analysis, we examine how these spatial patterns compare between two community-college systems in Central Texas. We find that students’ choice sets are geographically constrained, but that for many students, these zones are geographically large, suggesting that interventions and targeted outreach from universities could help students identify and select from greater range of options. Our findings have important implications for college access and completion among first-generation college students, and for policies that seek to interrupt patterns of inequity tied to location.  相似文献   

14.
Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience.

Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling.

Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics.

Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed.

Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions.  相似文献   


15.
ABSTRACT

Students who begin their educational journeys in community college face many obstacles trying to complete their bachelor’s degrees. Much research has been dedicated to identifying academic factors that predict successful transfer and degree attainment, but relatively little research investigates how the community college experience affects these students once enrolled at the four-year university. Here, we present the results of a qualitative study that explored the challenges faced by 14 community college students during and after transfer. Specifically, we focus on student reports of a sense of stigma from having attended community college and how students overcame these feelings. Recommendations are provided for how community colleges and four-year universities can better equip their students with the knowledge and resources to combat this perception of stigma.  相似文献   

16.
ABSTRACT

Community colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students.  相似文献   

17.
Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to 4-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina’s community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma or degree; or completion of the coursework required to transfer to a 4-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? Although we find variation along both dimensions of success, we also find that part of this variation is attributable to differences in the kinds of students who attend various colleges. Once we correct for such differences, we find that it is not possible to distinguish most of the system’s colleges from one another along either dimension. Top-performing institutions, however, can be distinguished from the most poorly performing ones. Finally, our adjusted rates of success show little correlation either to measurable aspects of the various colleges or to the metrics used by the state.  相似文献   

18.
ABSTRACT

This paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion.  相似文献   

19.
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges.  相似文献   

20.
Reverse transfer students, those students who matriculated at four-year colleges and then transferred to two-year colleges, have been enrolling in community colleges since at least the 1960s. Consisting of both undergraduate reverse transfers and post-baccalaureate reverse transfers (individuals who already have at least a bachelor s degree), these students represent at least 16 % of community college enrollments nation-wide. A concern about the admission of reverse transfers is that they may take enrollment spaces, particularly in selective programs, at the expense of potential students with no previous college experience and with weaker academic backgrounds. Analysis of documents written about reverse transfers indicates that their enrollment has been justified under a variety of rationales, including providing a second chance for these individuals in school and in the job market.  相似文献   

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