Pub Date : 2023-11-28DOI: 10.1080/10668926.2023.2283013
Hidahis Mesa, Adela Soliz
This study makes use of data from an original survey and focus groups, as well as state administrative data to understand how students make use of resources in order to navigate the vertical transf...
本研究利用原始调查和焦点小组的数据，以及州行政数据来了解学生如何利用资源，以导航垂直转移。
{"title":"How Community College Students Leverage Resources and Support Networks to Achieve Transfer Goals","authors":"Hidahis Mesa, Adela Soliz","doi":"10.1080/10668926.2023.2283013","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283013","url":null,"abstract":"This study makes use of data from an original survey and focus groups, as well as state administrative data to understand how students make use of resources in order to navigate the vertical transf...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"24 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/10668926.2023.2287012
Niraj Wagh
The purpose of this paper is to describe queer students’ of color (QSOCs) sense of inclusion inside community college (CC) classrooms. This study was conducted using qualitative methods and utilize...
本研究的目的是描述有色酷儿学生在社区学院(CC)课堂中的包容感。本研究采用定性方法，利用……
{"title":"Queer Students’ of Color Sense of Inclusion Inside Community College Classrooms","authors":"Niraj Wagh","doi":"10.1080/10668926.2023.2287012","DOIUrl":"https://doi.org/10.1080/10668926.2023.2287012","url":null,"abstract":"The purpose of this paper is to describe queer students’ of color (QSOCs) sense of inclusion inside community college (CC) classrooms. This study was conducted using qualitative methods and utilize...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"20 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1080/10668926.2023.2287018
Scott Gregory
Published in Community College Journal of Research and Practice (Ahead of Print, 2023)
发表于《社区学院研究与实践杂志》(2023年出版前)
{"title":"Great College Teaching: Where it Happens and How to Foster it Everywhere","authors":"Scott Gregory","doi":"10.1080/10668926.2023.2287018","DOIUrl":"https://doi.org/10.1080/10668926.2023.2287018","url":null,"abstract":"Published in Community College Journal of Research and Practice (Ahead of Print, 2023)","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"6 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-23DOI: 10.1080/10668926.2023.2283597
Grant Clayton, Anna Faria, Patty Witkowsky
In this paper, we compared the initial outcomes of students who took concurrent enrollment (CE) at their high school with those who did so at a local college. We use propensity score matching to pr...
{"title":"Concurrent Enrollment Outcomes by Course Location","authors":"Grant Clayton, Anna Faria, Patty Witkowsky","doi":"10.1080/10668926.2023.2283597","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283597","url":null,"abstract":"In this paper, we compared the initial outcomes of students who took concurrent enrollment (CE) at their high school with those who did so at a local college. We use propensity score matching to pr...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"38 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.1080/10668926.2023.2284215
Julia C. Duncheon, Dustin Hornbeck
Dual enrollment coursework, also known as dual credit (DC), allows high school students to earn college credit through secondary-postsecondary partnerships. DC participation has been positively ass...
{"title":"Neoliberal Pressures and Democratic Aims: How Competing Logics of the Community College Influence Dual Enrollment Growth","authors":"Julia C. Duncheon, Dustin Hornbeck","doi":"10.1080/10668926.2023.2284215","DOIUrl":"https://doi.org/10.1080/10668926.2023.2284215","url":null,"abstract":"Dual enrollment coursework, also known as dual credit (DC), allows high school students to earn college credit through secondary-postsecondary partnerships. DC participation has been positively ass...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"6 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/10668926.2023.2283012
Deborah L. Floyd, Gianna Ramdin
The year 2023 has afforded the Community College Journal of Research and Practice opportunities to publish 12 issues featuring impactful research and scholarship about community colleges. This arti...
{"title":"The Year 2023 in Retrospect: Celebrating the Best of Community College Research","authors":"Deborah L. Floyd, Gianna Ramdin","doi":"10.1080/10668926.2023.2283012","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283012","url":null,"abstract":"The year 2023 has afforded the Community College Journal of Research and Practice opportunities to publish 12 issues featuring impactful research and scholarship about community colleges. This arti...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"53 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.1080/10668926.2023.2283600
Nikola Grafnetterova, Guillermo Ortega, José Del Real Viramontes
Community colleges make up an important sector of postsecondary education by providing access to students from all backgrounds, including athletes with aspirations to find an alternative path to be...
{"title":"Experiences of 2-Year Transfer Athletes: “There should be More of an Education Process”","authors":"Nikola Grafnetterova, Guillermo Ortega, José Del Real Viramontes","doi":"10.1080/10668926.2023.2283600","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283600","url":null,"abstract":"Community colleges make up an important sector of postsecondary education by providing access to students from all backgrounds, including athletes with aspirations to find an alternative path to be...","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"49 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.1080/10668926.2023.2283592
Meghan Merritt
Published in Community College Journal of Research and Practice (Ahead of Print, 2023)
发表于《社区学院研究与实践杂志》(2023年出版前)
{"title":"The Community’s College: The Pursuit Of Democracy, Economic Development, and Success","authors":"Meghan Merritt","doi":"10.1080/10668926.2023.2283592","DOIUrl":"https://doi.org/10.1080/10668926.2023.2283592","url":null,"abstract":"Published in Community College Journal of Research and Practice (Ahead of Print, 2023)","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/10668926.2023.2278812
Ilse Schrynemakers, Victor Fichera, Cary Lane
ABSTRACTConsidering the importance of faculty’s role in policymaking – especially when related to student success – this study provided a comprehensive analysis of faculty’s perceived obstacles to student success in post-remedial academia, as well as their suggestions for improving outcomes. This study analyzed survey feedback from faculty (N = 849) at 12 different colleges at the City University of New York (CUNY), from both 2-year and 4-year institutions, across a range of disciplines, from both tenured and untenured faculty, and from both part-time and full- time faculty. Respondents, overall, identified worsening academic literacies, a reduction in academic standards, and an overall reduction in student success since developmental education has been phased out. Faculty also suggested an array of policy, curricular, and classroom-level solutions that would help student outcomes in post-remedial academia. These included reinstating exam-based placement protocols, developing students’ academic literacies more rigorously, and re-offering pre-requisite (remedial) coursework. AcknowledgmentsSupport for this project was provided by a PSC-CUNY Award, jointly funded by the Professional Staff Congress and the City University of New York.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings in this study are available from the corresponding author (IMS) upon reasonable request.Additional informationFundingThis work was supported by the PSC-CUNY Research Foundation.
{"title":"Weighing In: Faculty Recommendations for Policy and Practice at Post-Remedial Community Colleges","authors":"Ilse Schrynemakers, Victor Fichera, Cary Lane","doi":"10.1080/10668926.2023.2278812","DOIUrl":"https://doi.org/10.1080/10668926.2023.2278812","url":null,"abstract":"ABSTRACTConsidering the importance of faculty’s role in policymaking – especially when related to student success – this study provided a comprehensive analysis of faculty’s perceived obstacles to student success in post-remedial academia, as well as their suggestions for improving outcomes. This study analyzed survey feedback from faculty (N = 849) at 12 different colleges at the City University of New York (CUNY), from both 2-year and 4-year institutions, across a range of disciplines, from both tenured and untenured faculty, and from both part-time and full- time faculty. Respondents, overall, identified worsening academic literacies, a reduction in academic standards, and an overall reduction in student success since developmental education has been phased out. Faculty also suggested an array of policy, curricular, and classroom-level solutions that would help student outcomes in post-remedial academia. These included reinstating exam-based placement protocols, developing students’ academic literacies more rigorously, and re-offering pre-requisite (remedial) coursework. AcknowledgmentsSupport for this project was provided by a PSC-CUNY Award, jointly funded by the Professional Staff Congress and the City University of New York.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings in this study are available from the corresponding author (IMS) upon reasonable request.Additional informationFundingThis work was supported by the PSC-CUNY Research Foundation.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1080/10668926.2023.2256249
Susannah Sandrin, Joel Nishimura, Misti Sexton, Samantha Barbosa, Pamela Marshall, Amanda Chapman, Niall McCarthy, James Tuohy
A study of hidden risks, anxieties and barriers to STEM student transfer from community college to a large, comprehensive university is presented. This qualitative study employed a thematic analysis of student responses to a semi-structured interview that asked students about their hesitancy to transfer to a 4-year institution. Participants included students enrolled in a collaborative NSF-sponsored S-STEM scholarship project between three community colleges and a large public university (all in the same large metropolitan area). The project included elements that are well documented in the literature to encourage transfer. These include advising visits by university staff, clear articulation pathways, scholarship support to assist with costs, peer and near peer mentoring opportunities, and cohort-building activities between campuses and on each individual campus. Transfer rates in this group were higher, but still many students with declared interest in transferring did not transfer on time or at all. The authors identified numerous hidden risks and barriers to transfer, in addition to the well-known ones found in the literature. These include additional academic, financial, social, logistical and external/family related barriers. A theme common to many of these barriers was complex bureaucratic processes and events outside of student’s direct control. Many student comments highlighted the importance of in-person connections, mentoring and advising.
{"title":"“I Thought It Was a Little Risky”: Transfer Barriers for Students with Scholarship Support","authors":"Susannah Sandrin, Joel Nishimura, Misti Sexton, Samantha Barbosa, Pamela Marshall, Amanda Chapman, Niall McCarthy, James Tuohy","doi":"10.1080/10668926.2023.2256249","DOIUrl":"https://doi.org/10.1080/10668926.2023.2256249","url":null,"abstract":"A study of hidden risks, anxieties and barriers to STEM student transfer from community college to a large, comprehensive university is presented. This qualitative study employed a thematic analysis of student responses to a semi-structured interview that asked students about their hesitancy to transfer to a 4-year institution. Participants included students enrolled in a collaborative NSF-sponsored S-STEM scholarship project between three community colleges and a large public university (all in the same large metropolitan area). The project included elements that are well documented in the literature to encourage transfer. These include advising visits by university staff, clear articulation pathways, scholarship support to assist with costs, peer and near peer mentoring opportunities, and cohort-building activities between campuses and on each individual campus. Transfer rates in this group were higher, but still many students with declared interest in transferring did not transfer on time or at all. The authors identified numerous hidden risks and barriers to transfer, in addition to the well-known ones found in the literature. These include additional academic, financial, social, logistical and external/family related barriers. A theme common to many of these barriers was complex bureaucratic processes and events outside of student’s direct control. Many student comments highlighted the importance of in-person connections, mentoring and advising.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135199904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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