Pub Date : 2023-07-16DOI: 10.1080/10668926.2023.2228260
D. Nguyen, Cecilia Rios-Aguilar, S. M. Gaddis
{"title":"Community College to PhD Scholars Program: Short-Term Outcome Evaluation of an Undergraduate Research and PhD Preparation Program","authors":"D. Nguyen, Cecilia Rios-Aguilar, S. M. Gaddis","doi":"10.1080/10668926.2023.2228260","DOIUrl":"https://doi.org/10.1080/10668926.2023.2228260","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45025858","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}
ABSTRACT There is a lot of research on pathways students’ transition to universities, however, little is known about those students’ initial transition to the Academic Pathway Program (APP). This study investigated students’ transition to an Academic Pathway Program (APP) offered at a College affiliated to a metropolitan university in Sydney, Australia. Data collected from a sample of students using the Transition, Wellbeing, Help-seeking, and Adjustments Survey (TWHAS) were analysed both descriptively and inferentially. Most students reported positive moods, emotional coping, and were able to seek help without many barriers. Also, most students reported adjusting positively to the College, despite facing a few personal and social challenges such as finding time to exercise, balance study with family commitments and socialise with friends outside the College. Further, a possible association between students’ adjustments and their initial feelings when beginning the College, proficiency in written and spoken English, and help-seeking was noted. Additionally, differences in the students’ transitional challenges, wellbeing, help-seeking behaviors, adjustments across gender, age, and type of enrollment were evident. The implications of these findings for supporting students’ transition to the Academic Pathway Programs and recommendations for future research addressing the limited sample size are discussed.
{"title":"An Insight into Students’ Transition to Tertiary or Academic Pathways Programs","authors":"Prathyusha Sanagavarapu, Jessy Abraham, Shaimaa Atwa","doi":"10.1080/10668926.2022.2050837","DOIUrl":"https://doi.org/10.1080/10668926.2022.2050837","url":null,"abstract":"ABSTRACT There is a lot of research on pathways students’ transition to universities, however, little is known about those students’ initial transition to the Academic Pathway Program (APP). This study investigated students’ transition to an Academic Pathway Program (APP) offered at a College affiliated to a metropolitan university in Sydney, Australia. Data collected from a sample of students using the Transition, Wellbeing, Help-seeking, and Adjustments Survey (TWHAS) were analysed both descriptively and inferentially. Most students reported positive moods, emotional coping, and were able to seek help without many barriers. Also, most students reported adjusting positively to the College, despite facing a few personal and social challenges such as finding time to exercise, balance study with family commitments and socialise with friends outside the College. Further, a possible association between students’ adjustments and their initial feelings when beginning the College, proficiency in written and spoken English, and help-seeking was noted. Additionally, differences in the students’ transitional challenges, wellbeing, help-seeking behaviors, adjustments across gender, age, and type of enrollment were evident. The implications of these findings for supporting students’ transition to the Academic Pathway Programs and recommendations for future research addressing the limited sample size are discussed.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46296049","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 : 2023-06-21DOI: 10.1080/10668926.2023.2224747
Natacha Cesar-Davis, Adrian H. Huerta, Devon L. Graves, Cecilia Rios-Aguilar, Regina Deil-Amen
{"title":"The Procedural Traps and Barriers to Receiving Aid: A Case Study of the Financial Aid Ecosystem in a Hispanic Serving Community College Students","authors":"Natacha Cesar-Davis, Adrian H. Huerta, Devon L. Graves, Cecilia Rios-Aguilar, Regina Deil-Amen","doi":"10.1080/10668926.2023.2224747","DOIUrl":"https://doi.org/10.1080/10668926.2023.2224747","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48604862","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 : 2023-06-08DOI: 10.1080/10668926.2023.2222702
H. Harmon, Jerry Johnson
{"title":"Dual Enrollment Equity in Rural America’s Two-Year Public Postsecondary Institutions","authors":"H. Harmon, Jerry Johnson","doi":"10.1080/10668926.2023.2222702","DOIUrl":"https://doi.org/10.1080/10668926.2023.2222702","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43655813","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 : 2023-05-31DOI: 10.1080/10668926.2023.2219636
Ronald R Johnson, C. Salinas, Deborah L. Floyd, Bryan D. Hursh
ABSTRACT In this qualitative narrative study, the stories of 10 Latino men students were used to understand their transfer experiences from a community college to a university. The Hero’s Journey conceptual framework was used in this narrative study to understand what motivates and influences Latino men to transfer from a community college to a university. The specific methods of data collection used for this study consisted of two interviews and two journal entries per participant. The findings of this study provide evidence that for Latino participants, navigating through the transfer experience encompassed resiliency. In a discussion section, we recommend future research and practices to support and inform the pathways of Latino men transfer students in higher education.
{"title":"“I Made My Own Lane at the Community college:” A Narrative Study on the Hero’s Journey of Latino Men Transfer Students","authors":"Ronald R Johnson, C. Salinas, Deborah L. Floyd, Bryan D. Hursh","doi":"10.1080/10668926.2023.2219636","DOIUrl":"https://doi.org/10.1080/10668926.2023.2219636","url":null,"abstract":"ABSTRACT In this qualitative narrative study, the stories of 10 Latino men students were used to understand their transfer experiences from a community college to a university. The Hero’s Journey conceptual framework was used in this narrative study to understand what motivates and influences Latino men to transfer from a community college to a university. The specific methods of data collection used for this study consisted of two interviews and two journal entries per participant. The findings of this study provide evidence that for Latino participants, navigating through the transfer experience encompassed resiliency. In a discussion section, we recommend future research and practices to support and inform the pathways of Latino men transfer students in higher education.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950762","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 : 2023-05-30DOI: 10.1080/10668926.2023.2219650
Mark Schneider, Lisa Snodgrass
ABSTRACTA credentialing standard clarification brought forth by the Higher Learning Commission could result in the elimination of approximately half of the liberal arts concurrent enrollment instructors in Indiana, Minnesota, and other locations under HLC accreditation. Concurrent enrollment instructors who were affected by this evolution in credentialing and needed to complete additional coursework to retain their eligibility to instruct concurrent enrollment courses were interviewed for this research. Using the lens of principal-agent theory, the authors share the reasoning, factors, and commonalities behind the findings as to why concurrent enrollment instructors did or did not complete the required coursework before the upcoming credentialing deadline to maintain their eligibility as a concurrent enrollment instructor. Implications for the field and recommendations for policy changes further research are offered.PLAN LANGUAGE SUMMARYOne of the foundational blocks of concurrent enrollment (CE) programming are the high school teachers who are simultaneously college instructors, also known as CE instructors, in the classroom. However, a clarification and update to CE liberal arts credentialing standards set to come into effect in 2025, which requires many liberal arts CEinstructors to take additional graduate level coursework in their subject area, has the potential to disrupt CE programming in high schools. The loss of CE instructors and a reduction of CE programming would negatively impact students and instructors, and, even more broadly, negatively impact communities and states. We found that instructors who were not close to retirement were more likely to complete the additional coursework and maintain their CE credentials if their school administration, or a school administration who would hire them as a future CE instructor, was willing to increase CE instructor salaries compared to their teacher base pay. Increases in pay were viewed by instructors as the main avenue a school administration could recognize the additional work that goes into becoming a CE instructor by a high school teacher. Those who did not complete the additional coursework most often cited a lack of encouragement by their school district and not seeing the possibility of a return on their investment of time and energy to complete additional graduate coursework. With these findings and school administrators, higher education policymakers, and state policymakers in mind, financial incentives and policies school districts and state agencies could implement and offer to CE instructors to increase the supply of CE instructors are then discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Understanding the Concurrent Enrollment Instructor Credentialing Cliff from the Instructors’ Perspective: A Qualitative Study Utilizing Principal-Agent Theory","authors":"Mark Schneider, Lisa Snodgrass","doi":"10.1080/10668926.2023.2219650","DOIUrl":"https://doi.org/10.1080/10668926.2023.2219650","url":null,"abstract":"ABSTRACTA credentialing standard clarification brought forth by the Higher Learning Commission could result in the elimination of approximately half of the liberal arts concurrent enrollment instructors in Indiana, Minnesota, and other locations under HLC accreditation. Concurrent enrollment instructors who were affected by this evolution in credentialing and needed to complete additional coursework to retain their eligibility to instruct concurrent enrollment courses were interviewed for this research. Using the lens of principal-agent theory, the authors share the reasoning, factors, and commonalities behind the findings as to why concurrent enrollment instructors did or did not complete the required coursework before the upcoming credentialing deadline to maintain their eligibility as a concurrent enrollment instructor. Implications for the field and recommendations for policy changes further research are offered.PLAN LANGUAGE SUMMARYOne of the foundational blocks of concurrent enrollment (CE) programming are the high school teachers who are simultaneously college instructors, also known as CE instructors, in the classroom. However, a clarification and update to CE liberal arts credentialing standards set to come into effect in 2025, which requires many liberal arts CEinstructors to take additional graduate level coursework in their subject area, has the potential to disrupt CE programming in high schools. The loss of CE instructors and a reduction of CE programming would negatively impact students and instructors, and, even more broadly, negatively impact communities and states. We found that instructors who were not close to retirement were more likely to complete the additional coursework and maintain their CE credentials if their school administration, or a school administration who would hire them as a future CE instructor, was willing to increase CE instructor salaries compared to their teacher base pay. Increases in pay were viewed by instructors as the main avenue a school administration could recognize the additional work that goes into becoming a CE instructor by a high school teacher. Those who did not complete the additional coursework most often cited a lack of encouragement by their school district and not seeing the possibility of a return on their investment of time and energy to complete additional graduate coursework. With these findings and school administrators, higher education policymakers, and state policymakers in mind, financial incentives and policies school districts and state agencies could implement and offer to CE instructors to increase the supply of CE instructors are then discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643517","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 : 2023-05-26DOI: 10.1080/10668926.2023.2212923
Jill M. Beccaris-Pescatore, J. Paris, Jonathan C. Reiter, J. Winfield
{"title":"Driven Away: The Relationship Between Gasoline Prices and Community College Student Retention","authors":"Jill M. Beccaris-Pescatore, J. Paris, Jonathan C. Reiter, J. Winfield","doi":"10.1080/10668926.2023.2212923","DOIUrl":"https://doi.org/10.1080/10668926.2023.2212923","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44010489","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 : 2023-05-25DOI: 10.1080/10668926.2023.2216659
M. Perkins, Jonathan W. Carrier, Joseph M. Schaffer
{"title":"Course Placement for Non-Traditional Community College Students","authors":"M. Perkins, Jonathan W. Carrier, Joseph M. Schaffer","doi":"10.1080/10668926.2023.2216659","DOIUrl":"https://doi.org/10.1080/10668926.2023.2216659","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49298519","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 : 2023-05-19DOI: 10.1080/10668926.2023.2215202
S. Dika, Yi Wang, Mark M. D’Amico, Carmen Serrata, E. M. Bohlig
{"title":"A Critical Examination of Perceptions of Supportive Institutional Environment Among Transfer-Seeking Community College Students","authors":"S. Dika, Yi Wang, Mark M. D’Amico, Carmen Serrata, E. M. Bohlig","doi":"10.1080/10668926.2023.2215202","DOIUrl":"https://doi.org/10.1080/10668926.2023.2215202","url":null,"abstract":"","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42963726","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 : 2023-04-20DOI: 10.1080/10668926.2023.2201925
Jeremy Wright-Kim
Community college baccalaureates (CCBs) provide an affordable pathway to baccalaureate-level education but increasing tuition rates present a potential financial barrier for students. Institutional aid as a cost-constraining mechanism has historically been less utilized in the 2-year sector when compared to traditional 4-year institutions. Yet, resource dependence theory and tuition discounting literature suggest amidst growth into 4-year institutions, community colleges may leverage institutional aid to address affordability concerns. Utilizing IPEDS data spanning 1999 to 2018 and leveraging a generalized difference-in-difference technique, this study explores the relationship between CCB adoption and institutional aid policy. Results suggest no distinct shifts in approaches to institutional aid after CCB adoption. Implications for practitioners and future research are discussed.
{"title":"Spending at Baccalaureate-Granting Community Colleges: A Focus on Institutional Aid","authors":"Jeremy Wright-Kim","doi":"10.1080/10668926.2023.2201925","DOIUrl":"https://doi.org/10.1080/10668926.2023.2201925","url":null,"abstract":"Community college baccalaureates (CCBs) provide an affordable pathway to baccalaureate-level education but increasing tuition rates present a potential financial barrier for students. Institutional aid as a cost-constraining mechanism has historically been less utilized in the 2-year sector when compared to traditional 4-year institutions. Yet, resource dependence theory and tuition discounting literature suggest amidst growth into 4-year institutions, community colleges may leverage institutional aid to address affordability concerns. Utilizing IPEDS data spanning 1999 to 2018 and leveraging a generalized difference-in-difference technique, this study explores the relationship between CCB adoption and institutional aid policy. Results suggest no distinct shifts in approaches to institutional aid after CCB adoption. Implications for practitioners and future research are discussed.","PeriodicalId":51558,"journal":{"name":"Community College Journal of Research and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135663485","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：