Noncredit Program Data Collection at Community Colleges: A Scoping Review |
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| Authors: | Sarantsetseg Davaasambuu Jessica Cinelli Mark D’Alessandro Phillip Hamid Babette Audant |
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| Institution: | 1. Community College Workforce Development Program, Kingsborough Community College, City University of New York, Brooklyn, NY, USAdsaraa@gmail.com;3. Community College Workforce Development Program, Kingsborough Community College, City University of New York, Brooklyn, NY, USA |
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| Abstract: | ABSTRACTNoncredit enrollment at community colleges has grown significantly over the past two decades. However, unlike credit bearing programs, noncredit programs are seldomly empirically examined and evaluated, particularly those that are not grant funded. The lack of data results in a gap in knowledge about program effectiveness, as well as the students who participate in noncredit programs, it is difficult to objectively discuss the effectiveness of programs and develop valid policies to support them. This paper specifically aims to: (a) map the relevant literature regarding noncredit program data collection; (b) summarize existing knowledge about data collection processes; and (c) identify existing knowledge gaps in what is known about noncredit data collection. An established five stage process for conducting a scoping review guided the process: (a) identifying the research question; (b) identifying the related body of literature; (c) study selection; (d) presenting of data; and lastly, (e) collating, summarizing, and reporting results. The majority of data collected were head counts, types of courses offered and minimal demographic information. The results also show that, despite higher enrollments and the popularity of programs, there is a lack of comprehensive information on student needs. Thus, it is crucial to develop a standardized data collection system for all noncredit programs; collect data at a student level; and provide more detailed information regarding enrollment, completion, and outcomes such as employment and wage gains, as well as qualitative factors such as student satisfaction. |
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