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1.
Latino students represent the fastest-growing population in the state of California, the United States, and the California Community College (CCC) system. Unfortunately, compared to other ethnic groups, Latino community college students continue to lag academically. Given the importance of counseling services and the scarce research related to community college students and community college counseling services, this study explored how 26 first-generation, low-income, Latino community college students perceived, negotiated, and developed a relationship with their community college counselor. Using a qualitative grounded theory research design, participants’ counseling experiences were captured through face-to-face semistructured in-depth interviews, and a theoretical model was developed. This study extended the literature on the importance of community college counseling services in assisting and motivating students to reach transfer and graduation and emphasized students’ positive and negative counseling experiences. The research findings suggest a need to improve community college counseling services. Thus, based on the research findings and other published research, this study proposes a set of the following: (a) guidelines for applying cultura (culture) to community college counseling that can assist relationship building between students and counselors; (b) questions that can be included in students’ evaluation of counselors; (c) counselor interview questions that may elicit behavioral response and assess cultural competence; and (d) community college students’ preferred counselor characteristics that may be used by hiring committees.  相似文献   

2.
This study examines factors associated with community college transfer rates. Regression models are developed using community college data at the institution level. The analyses employ two different definitions of the transfer rate and two different time spans over which to observe transfer behavior. Holding constant other factors expected to influence differences in transfer rates, the results reveal disparities in transfer rates according to the racial/ethnic composition of the student body. Community colleges with higher percentages of either Latino or African American students have lower 6-year transfer rates. The findings also confirm the results of other studies: community colleges with higher transfer rates tend to have younger student populations, students with higher socioeconomic status and better academic preparation, and a greater focus on academic programs. The important policy implications of these findings for states where the percentages of students of color are increasing are discussed.  相似文献   

3.
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges.  相似文献   

4.
Abstract

This survey was a result of the efforts of the New Jersey Consortium on the Community College to identify and articulate the faculty/staff development needs of the 17 community colleges of New Jersey.

In depth interviews were conducted with administrators, faculty and students at all the colleges. Follow up questionnaires were completed at each community college. A two day workshop was then conducted to identify and assign priorities to specific needs. The needs were ordered in one of three categories: Fulfilling the Goals of the Community College, Teaching/Learning Needs, and Managerial Needs.

The workshop that dealt with “Ways of Meeting Part-Time Faculty Needs” identified eight essential goal related needs while stressing the need for adjunct faculty to understand the philosophy and function of the community college. Within the teaching/learning category the workshop group amplified the need for adjunct faculty to understand how learning occurs. The primary managerial need identified was for each community college to develop strong teaching/learning support systems. The workshop participants viewed the establishment of a continuous program of adjunct supervision as essential for the support of effective instruction.  相似文献   

5.
Community colleges face a laundry list of challenges. In the forefront is the lack of bachelor's degree attainment of community college transfer students. Community colleges are taking a variety of steps to aid transfer. One of the newer trends focuses on the benefits of collaborative partnerships between a community college and four-year institutions. The impact of collaborative partnerships is especially significant to students in rural areas where access to higher education has been limited for several reasons. Nine years ago, Hazard Community and Technical College (HCTC) partnered with several public and private four-year institutions to provide students with increased access to bachelor degree programs. The resulting concurrent use partnership model, the University Center of the Mountains (UCM; http://www.ucmky.net), may be viewed as an example of the advantages offered by this particular step. UCM is a response to critics of the community college baccalaureate who point to a variety of potential problems when the community college mission is extended in this fashion.  相似文献   

6.
The community college has historically functioned as a primary access point to postsecondary education for Latino students. This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students (TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students have a high representation. The specific interest of this research is the role and effect of the level of representation of Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos, and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship between academic success of Latino community college students and the proportion of Latino students and faculty on campus. The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher academic performance.  相似文献   

7.
This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer.  相似文献   

8.
ABSTRACT

This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included.  相似文献   

9.
ABSTRACT

With the increased numbers of dual enrollment students across the country as well as various state initiatives to increase retention among the student population at large, institutions face great challenges when balancing the many initiatives incumbent upon them. However, Tennessee, a state leader in both the free community college and dual enrollment initiatives, the Tennessee Board of Regents System (TBR), and its community colleges are positioned to improve retention rates by giving greater attention to their dual enrollment students. This brief study of one cohort of students at Walters State Community College (WSCC), located in East Tennessee, noted a major disparity in retention between students with dual enrollment experience and those without, suggesting an extant need to give particular consideration to institutional approaches designed to reinforce the dual enrollment programs and the students’ experience in said programs. Doing so may not only address the initiative of providing high quality dual enrollment classes to high school students but also improve institutional retention rates.  相似文献   

10.
In this article, we report on the articles published in Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding Latinos at community colleges. Although research published in CCJRP has produced important findings, we contend there is a need for a richer account of the experiences and understandings of Latinos at American community colleges. We propose a new line of research to investigate cultural barriers that undermine Latino success as community college students, faculty, staff, and campus leaders. We refer to these cultural barriers as "la tercera frontera". We conclude the article with discussion of heterogeneity and homogeneity, two key concepts that we believe are central to understanding la tercera frontera.  相似文献   

11.
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12.
The Community College and Public Health project is sponsored by the League for Innovation in the Community College (the League) and the Association of Schools and Programs of Public Health’s Framing the Future Task Force. The mission is to fully include community colleges in the continuum of public health education. An expert panel outlined efforts community colleges and public health could do together. Two prototype curricular models were then developed. Public Health: Generalist & Specializations is intended for transfer to bachelor’s degree programs in general public health, health education, health administration or environmental health. Health Navigator is primarily an applied associate degree program preparing graduates as Community Health Workers, patient navigators, and health insurance navigators. The prototype curricular frameworks were developed in collaboration with public health academic and practice organizations. The League expects to play a lead role in implementation including sponsoring demonstration projects and recognition awards for excellence.  相似文献   

13.
In the 1960s, general education was at the forefront of innovative programs in American community colleges. Every community college designed a program of a common core of courses for the common person. General education was so popular it was included as one of the required components of a comprehensive community college along with university transfer, vocational and occupational programs, remedial education, and community service programs. By the 1980s, the common core idea began to fracture, and faculty began to add so many courses to meet general education requirements that today Thomas Bailey and his colleagues at the Community College Research Center cite the cafeteria-style, self-service model as one of the key issues keeping the Completion Agenda from reaching its goals. Whereas in the 1960s, students were required to take one comprehensive course in the humanities; students today choose from among 60 or more courses to meet the humanities requirement. In current student success reform efforts to increase retention and completion rates, the curriculum has pretty much been ignored. But leaders in a handful of community colleges are beginning to realize the unintended consequences of too many courses and too many choices, and they are beginning to appoint faculty committees to explore and redesign general education programs to better serve the needs of today’s students. Few faculty leaders and administrators are familiar with the history and philosophy of general education, and this brief history will be helpful in their work as they design the next generation of these programs.  相似文献   

14.
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   

15.

Among the “new” students attending community colleges are a large number of reserve and lateral transfers, students with previous college experience. This study was conducted to provide information on their characteristics and their reasons for attending and leaving colleges as compared to the first‐time college study. A sample of 10,196 students in the Los Rios Community College District (California) was studied and five student groups were identified: First Time Students (FTS), 54.7 percent; Noncompleter Lateral Transfers (NCLT), 19.2 percent; Completer Lateral Transfers (CLT), 7.5 percent; Noncompleter Reverse Transfers (NCRT), 12 percent; Completer Reverse Transfers (CRT), 7.6 percent. The CRT and FTS groups differed most significantly. The CRT were older, more often married with children, worked more hours, and were taking fewer units. In general, the characteristics of the other three groups were similar and at a mid‐point between the CRT and FTS. Factor analysis of the reasons for attending showed that factors related to job training, location, low cost, lack of admissions requirements, and the colleges' reputation were important for study groups. Preparation for transfer was not among the most important factors for any group. Students who left four‐year colleges listed reasons related to academic indecision, cost, and items critical of the previous institutions significantly more often than students who had left two‐year colleges. They reported reasons related to mobility and short‐range goals significantly more often. Results appeared to support previous studies with regard to students' characteristics. Further research on students' reasons for attending and leaving, as well as a reexamination of colleges' program formats, services and delivery systems were recommended.  相似文献   

16.
Abstract

The Early Childhood Education and Care (ECEC) professional development movement, community college students’ emerging intentionality, and the role of two‐ and four‐year higher education faculty intersect in a proactive model proposed by the author that advocates ECEC community college programs separate from the vocational tradition and establishes ECEC transfer degrees to four‐year programs. Degree structures must be built with flexibility, and encompass checkpoints and highly articulated options as student intentionality unfolds. The proactive model is constructed from Morgan's (1994) 21 st century model of professionalism and her conception of students’ emerging intentionality, combined with Brint and Karabel's (1989) models that attempt to explain why community colleges moved from conferring primarily transfer degrees to conferring primarily vocational degrees.  相似文献   

17.
According to D. Hull and D. Parnell (1991), technical preparation, commonly referred to as Tech Prep, is essentially an innovative approach to vocational education. It is designed to integrate academic subjects (i.e., mathematics and science) with vocational-technical education subjects (i.e., engineering technology, applied science) and mechanical, industrial, or vocational subjects (i.e., agriculture, health, and business). This study focused on community college presidents' knowledge of attitudes toward Tech Prep in the North Carolina Community College System (NCCCS). Four research questions were addressed in the research that are essential to the success of Tech Prep initiatives in the NCCCS. These questions were (1) to what extent are the 58 community colleges in North Carolina actively engaged in Tech Prep programs?; (2) how many of the colleges have been actively involved in Tech Prep programs for four or more years?; (3) to what extent do senior administrators, faculty, and administrative support staff differ in their opinions of Tech Prep programs in their respective colleges?; and (4) what are the differences in opinions of Tech Prep among community college presidents, faculty, and administrative support staff on issues such as recruiting better-prepared students, retention, and graduation rates?  相似文献   

18.
ABSTRACT

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normative samples, they tended to be lowest on Community, which was most predictive of their performance. It is recommended that a predicted GPA generated from NCQ scores be added to the admissions criteria for health programs at the college, and that pre and postmatriculation advising programs include use of noncognitive variables.  相似文献   

19.
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20.
ABSTRACT

Community colleges are often boxed into university models despite the unique nature of their institutional missions and student populations. We believe community colleges need to develop their own models, rooted in their distinctive missions, to encourage student success. We illustrate this through our experience with a short-term research assistantship program. The program created a brief, but important, way to enhance the student–professor relationship and engage students in applied research practices. It also provided a resource to assist community college faculty in conducting their own, original research. We hope others will not only develop similar programs, but perhaps more importantly, that this article will spur bottom-up, creative thinking to engage time-constrained, community college students in meaningful ways.  相似文献   

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