Robin L Spaid, Rosemary Gillett-Karam, Lauren C Liburd, Darissa Monroe, Tiffany Thompson-Johnson
To assess the connections between student success and food insecurity of community college students the authors present the results of three studies conducted between fall 2017 and spring 2020. Using a cross-sectional design and the intercept method, 858 participants completed the Household Food Security Survey Module. The three hypotheses for the studies were: there is a relationship between food insecurity and (a) GPA, (b) concentration, and (c) energy levels. Food insecurity levels for the participants varied-Monroe, 99%; Spaid and Gillett-Karam, 52%; and Liburd, 30%. Liburd found a significant relationship for all three hypotheses. Monroe's 2020 findings that 99% of her sample was food insecure presents challenges for addressing unmet needs for African American/Black students. Spaid and Gillett-Karam's 2018 findings showed that minority women with Pell Grants had food insecurity levels three times higher than other groups. Traditional student support services should include supplemental services for food-insecure student populations.
{"title":"Sustenance for Success: Connections between Community College Students and Food Insecurity.","authors":"Robin L Spaid, Rosemary Gillett-Karam, Lauren C Liburd, Darissa Monroe, Tiffany Thompson-Johnson","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>To assess the connections between student success and food insecurity of community college students the authors present the results of three studies conducted between fall 2017 and spring 2020. Using a cross-sectional design and the intercept method, 858 participants completed the Household Food Security Survey Module. The three hypotheses for the studies were: there is a relationship between food insecurity and (a) GPA, (b) concentration, and (c) energy levels. Food insecurity levels for the participants varied-Monroe, 99%; Spaid and Gillett-Karam, 52%; and Liburd, 30%. Liburd found a significant relationship for all three hypotheses. Monroe's 2020 findings that 99% of her sample was food insecure presents challenges for addressing unmet needs for African American/Black students. Spaid and Gillett-Karam's 2018 findings showed that minority women with Pell Grants had food insecurity levels three times higher than other groups. Traditional student support services should include supplemental services for food-insecure student populations.</p>","PeriodicalId":93198,"journal":{"name":"Journal of applied research in the community college","volume":"28 1","pages":"63-79"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8162200/pdf/nihms-1697748.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38954776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the impact of participation in an undergraduate biomedical research training program (BUILD PODER) on community college students' academic, career, and psychosocial development. The program leveraged Critical Race Theory (CRT) as a guiding theoretical framework to empower students as learners and social justice advocates as well as to build a bridge to science through respectful, supportive research mentoring relationships (Saetermoe et al., 2017). In this quasi-experimental design, community college students (Mage = 21.29, SD = 5.02, 78.6% female) who had been in the program for a year (BUILD treatment group, N = 8) reported significantly greater understanding of research, course materials, and satisfactory mentorship compared to community college students in the pre-treatment, comparison group (Pre-BUILD group; N = 18). Qualitative analysis provided further insight into the academic and psychosocial impact of research training and mentoring for community college students interested in health and health equity.
{"title":"Mentors Make a Difference: Community College Students' Development in a Biomedical Research Training Program Informed by Critical Race Theory.","authors":"Veronica Villasenor, Amber Bui, Shu-Sha Angie Guan, Dimpal Jain, Carrie Saetermoe, Gabriela Chavira, Crist Khachikian","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This study examined the impact of participation in an undergraduate biomedical research training program (BUILD PODER) on community college students' academic, career, and psychosocial development. The program leveraged Critical Race Theory (CRT) as a guiding theoretical framework to empower students as learners and social justice advocates as well as to build a bridge to science through respectful, supportive research mentoring relationships (Saetermoe et al., 2017). In this quasi-experimental design, community college students (M<sub>age</sub> = 21.29, SD = 5.02, 78.6% female) who had been in the program for a year (BUILD treatment group, N = 8) reported significantly greater understanding of research, course materials, and satisfactory mentorship compared to community college students in the pre-treatment, comparison group (Pre-BUILD group; N = 18). Qualitative analysis provided further insight into the academic and psychosocial impact of research training and mentoring for community college students interested in health and health equity.</p>","PeriodicalId":93198,"journal":{"name":"Journal of applied research in the community college","volume":"28 1","pages":"155-170"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8863108/pdf/nihms-1771969.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39645524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The mission of community college workforce development leaders is to provide skill training in emerging high growth occupational areas supporting economic growth and changing workforce needs. This article reports the findings from all Virginia Community College workforce development leaders to identify the emerging workforce trends and issues impacting the Virginia Community College System (VCCS). The research questions focused on emerging high-demand occupational workforce skill needs and the partnerships needed to develop resources for emerging industries and technologies. The survey data show healthcare and technology skill training as the highest in-demand based occupational needs. Strong college and industry collaborative efforts were reported as necessary to provide training that increases competitive employee skills. The gap between reflection and action must be removed to provide real-world, innovative resources to training services that contribute to a skilled competitive workforce and economic progress. In the past decade, multiple studies (Cohen «Sc Brawer, 2003; Kasper, 2002; Mangum, 2008; Weldon Cooper Center for Public Service, 2008) have been conducted on the future characteristics and needs of the American workforce. The U. S. Department of Labor (DOL) commissioned a study by the RAND Corporation in 2004 that projected shifting trends that would create a need for many different types of workplace skills (Karoly & Partis, 2004). The shifts and changes largely due to advances in technology have proven true, but these have developed more rapidly than predicted. The emerging workforce trends evolved so quickly that in 2008, Columbia University's Community College Research Center undertook a study focused on noncredit workforce education and contract training that questioned whether community colleges were meeting the changing workforce needs (VanNoy, Jacobs, Korey, Bailey, & Hughes, 2008). Given the historical mission of the workforce development services of community colleges as one of providing services that meet the job skill needs of diverse employers and their employees in many different regions (Cohen «Sc Brawer, 2003), it is important for community colleges to remain true to their role. Community colleges in America have continuously met demographic, economic, political, and cultural challenges. The nation's community college workforce development leaders, including those of the Virginia Community College System (VCCS), now find themselves at a monumental intersection facing major economic and technological challenges (Mangum, 2008). Across the nation, community colleges are strategically placed in rural, suburban, and urban areas that range in size from small local communities to large cities, enabling the colleges to provide access to services that enhance the economic viability of their regions. The diverse societal characteristics and demographics that exist in the nation are prevalent in the Commonwealth of Virginia, where
{"title":"Emerging workforce trends and issues impacting the Virginia Community College System","authors":"Maria Landon","doi":"10.25777/F03V-9M96","DOIUrl":"https://doi.org/10.25777/F03V-9M96","url":null,"abstract":"The mission of community college workforce development leaders is to provide skill training in emerging high growth occupational areas supporting economic growth and changing workforce needs. This article reports the findings from all Virginia Community College workforce development leaders to identify the emerging workforce trends and issues impacting the Virginia Community College System (VCCS). The research questions focused on emerging high-demand occupational workforce skill needs and the partnerships needed to develop resources for emerging industries and technologies. The survey data show healthcare and technology skill training as the highest in-demand based occupational needs. Strong college and industry collaborative efforts were reported as necessary to provide training that increases competitive employee skills. The gap between reflection and action must be removed to provide real-world, innovative resources to training services that contribute to a skilled competitive workforce and economic progress. In the past decade, multiple studies (Cohen «Sc Brawer, 2003; Kasper, 2002; Mangum, 2008; Weldon Cooper Center for Public Service, 2008) have been conducted on the future characteristics and needs of the American workforce. The U. S. Department of Labor (DOL) commissioned a study by the RAND Corporation in 2004 that projected shifting trends that would create a need for many different types of workplace skills (Karoly & Partis, 2004). The shifts and changes largely due to advances in technology have proven true, but these have developed more rapidly than predicted. The emerging workforce trends evolved so quickly that in 2008, Columbia University's Community College Research Center undertook a study focused on noncredit workforce education and contract training that questioned whether community colleges were meeting the changing workforce needs (VanNoy, Jacobs, Korey, Bailey, & Hughes, 2008). Given the historical mission of the workforce development services of community colleges as one of providing services that meet the job skill needs of diverse employers and their employees in many different regions (Cohen «Sc Brawer, 2003), it is important for community colleges to remain true to their role. Community colleges in America have continuously met demographic, economic, political, and cultural challenges. The nation's community college workforce development leaders, including those of the Virginia Community College System (VCCS), now find themselves at a monumental intersection facing major economic and technological challenges (Mangum, 2008). Across the nation, community colleges are strategically placed in rural, suburban, and urban areas that range in size from small local communities to large cities, enabling the colleges to provide access to services that enhance the economic viability of their regions. The diverse societal characteristics and demographics that exist in the nation are prevalent in the Commonwealth of Virginia, where","PeriodicalId":93198,"journal":{"name":"Journal of applied research in the community college","volume":"20 1","pages":"14"},"PeriodicalIF":0.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83502440","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}
Achieving and Sustaining Institutional Excellence for the First Year of College. Betsy O. Barefoot, John N. Gardner, Marc Cutright, Libby V. Morris, Charles C. Schroeder, Stephen W. Schwartz, Michael 3. Siegel, Randy L. Swing. Jossey-Bass, San Francisco, CA: 2005. 448 pages (ISBN: 0-7879-7151-0) Acccountability. Yes, higher education today is squarely in the crosshairs of those who want results. Government leaders want to justify their dwindling investment in higher education in terms of higher graduation rates. Accreditors are fighting for their very existence and hounding colleges for data on student learning outcomes. High tuition rates are fostering an increasing sense of consumerism among students (and their parent-investors) to be sure they get that sheepskin. As campus leaders, we are under increasing pressure to take those underprepared entering freshmen, clean them up, and get them across the finish line. We can complain and continue to blame high schools - or we can look at research results and published accounts that produce results. Barefoot and Gardner's book is about results: thirteen well researched and documented case studies of a range of colleges that got freshmen through the first year and on to complete their educational goals. As a college president who was trained as a scientist and institutional researcher, my first inclination when faced with a problem is to look for data. One persistent problem is persistence- the community college's open door is more often a revolving door. Community colleges typically lose about half of their students in the first year. It was a real eye-opener for me to read in Cliff Adelman's seminal research study, Moving Into Town - and Moving On: The Community College in the Lives of Traditional-age Students, that "The prize... is getting beyond 20 additive credits by the end of the first calendar year of attendance" (Adelman, 2005, p. 69). So what set of college behaviors can enable students to achieve those 20 units and persist into the second year? John Gardner is certainly one of the best people to answer that question. He heads the Policy Center on the First Year of College and founded the National Resource Center for The First-Year Experience at the University of South Carolina, originating and teaching USCs University 101 program. His 35 years of experience working to improve the success of first-year students greatly contributed to his work on this book. Here at College of the Sequoias we have used this book, and related works of Professor Gardner and his colleagues, to establish our own successful First Year Experience (FYE) initiative. John has worked closely with our staff in this process, and we can testify that the elements of the case studies in this work are practical and useful in improving student achievement. The case studies reported in this book originated with proposals from dozens of colleges, which were winnowed down by a team of reviewers using specific criteria. Finalists w
实现和维持大学第一年的卓越制度。Betsy O. Barefoot, John N. Gardner, Marc Cutright, Libby V. Morris, Charles C. Schroeder, Stephen W. Schwartz, Michael 3。西格尔，兰迪·斯温。乔西-巴斯，旧金山，加州:2005年。448页(ISBN: 0-7879-7151-0)。是的，今天的高等教育正被那些想要结果的人瞄准。政府领导人想用更高的毕业率来证明他们对高等教育投资的减少是合理的。认证机构正在为自己的生存而战，并向大学索要学生学习成果的数据。高昂的学费在学生(以及他们的家长投资者)中培养了一种日益增强的消费主义意识，以确保他们得到那张羊皮。作为校园领导，我们承受着越来越大的压力，要接纳那些准备不足的新生，清理他们，让他们冲过终点线。我们可以抱怨并继续指责高中——或者我们可以看看研究结果和产生结果的发表报告。赤脚和加德纳的书是关于结果的:13个经过充分研究和记录的大学案例研究，这些大学帮助新生度过了第一年，并继续完成了他们的教育目标。作为一名受过科学家和机构研究员训练的大学校长，我遇到问题的第一反应是寻找数据。一个长期存在的问题是坚持不懈——社区大学的大门往往是一扇旋转门。社区大学通常会在第一年流失大约一半的学生。克里夫·阿德尔曼(Cliff Adelman)的开创性研究报告《搬进城镇——继续前进:传统年龄学生生活中的社区大学》(Moving Into Town - and Moving On: The Community College in The Traditional-age Students)让我大开眼界。在入学的第一个日历年结束时，获得超过20个附加学分”(Adelman, 2005，第69页)。那么，什么样的大学行为可以让学生完成这20个单元并坚持到第二年呢?约翰·加德纳无疑是回答这个问题的最佳人选之一。他是大学一年级政策中心的负责人，并在南卡罗来纳大学创立了一年级经历国家资源中心，发起并教授南卡罗来纳大学101项目。他35年来致力于提高一年级学生的成功程度，这对他写这本书有很大的贡献。在红杉学院，我们利用这本书以及加德纳教授及其同事的相关著作，成功地建立了我们自己的第一年体验(FYE)计划。约翰在这个过程中与我们的员工密切合作，我们可以证明，这项工作中的案例研究元素对提高学生成绩是实用和有用的。本书中报告的案例研究源自数十所大学的提案，这些提案是由一个评审员团队根据特定标准筛选出来的。入围者都经过实地考察，所以这些描述都是丰富的第一手观察。其中两项研究是针对社区大学的。两年制学校是纽约皇后区的拉瓜迪亚社区学院和丹佛社区学院(CCD)。九年制、四年制的学校案例研究是根据机构规模安排的。所有的例子都有真知灼见。关于CCD, John Roueche，在他2001年对该学院的研究中，赞扬了他们“提高学生成功的逻辑、理性和常识性方法”(Roueche, 2001)。这一点在加德纳的个人资料中显然有所体现。CCD采用了几种方法来帮助其13,000名学生，值得注意的是:对所有学生进行评估，通过三层交付机制充分利用学术建议，案例管理系统积极联系学生，了解他们的进展，所有这些都是以灵活和以学生为导向的方式完成的。这本书非常详细地描述了这些计划，对于想要追求实现的读者非常有用。…
{"title":"Achieving and Sustaining Institutional Excellence for the First Year of College","authors":"Bill Scroggins","doi":"10.1353/jge.2007.0005","DOIUrl":"https://doi.org/10.1353/jge.2007.0005","url":null,"abstract":"Achieving and Sustaining Institutional Excellence for the First Year of College. Betsy O. Barefoot, John N. Gardner, Marc Cutright, Libby V. Morris, Charles C. Schroeder, Stephen W. Schwartz, Michael 3. Siegel, Randy L. Swing. Jossey-Bass, San Francisco, CA: 2005. 448 pages (ISBN: 0-7879-7151-0) Acccountability. Yes, higher education today is squarely in the crosshairs of those who want results. Government leaders want to justify their dwindling investment in higher education in terms of higher graduation rates. Accreditors are fighting for their very existence and hounding colleges for data on student learning outcomes. High tuition rates are fostering an increasing sense of consumerism among students (and their parent-investors) to be sure they get that sheepskin. As campus leaders, we are under increasing pressure to take those underprepared entering freshmen, clean them up, and get them across the finish line. We can complain and continue to blame high schools - or we can look at research results and published accounts that produce results. Barefoot and Gardner's book is about results: thirteen well researched and documented case studies of a range of colleges that got freshmen through the first year and on to complete their educational goals. As a college president who was trained as a scientist and institutional researcher, my first inclination when faced with a problem is to look for data. One persistent problem is persistence- the community college's open door is more often a revolving door. Community colleges typically lose about half of their students in the first year. It was a real eye-opener for me to read in Cliff Adelman's seminal research study, Moving Into Town - and Moving On: The Community College in the Lives of Traditional-age Students, that \"The prize... is getting beyond 20 additive credits by the end of the first calendar year of attendance\" (Adelman, 2005, p. 69). So what set of college behaviors can enable students to achieve those 20 units and persist into the second year? John Gardner is certainly one of the best people to answer that question. He heads the Policy Center on the First Year of College and founded the National Resource Center for The First-Year Experience at the University of South Carolina, originating and teaching USCs University 101 program. His 35 years of experience working to improve the success of first-year students greatly contributed to his work on this book. Here at College of the Sequoias we have used this book, and related works of Professor Gardner and his colleagues, to establish our own successful First Year Experience (FYE) initiative. John has worked closely with our staff in this process, and we can testify that the elements of the case studies in this work are practical and useful in improving student achievement. The case studies reported in this book originated with proposals from dozens of colleges, which were winnowed down by a team of reviewers using specific criteria. Finalists w","PeriodicalId":93198,"journal":{"name":"Journal of applied research in the community college","volume":"98 1","pages":"63"},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83410945","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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