Community Colleges

When do students stop out?

by Amy Topper

Topper, A. (March/April 2009). When do students stop out? Data Notes, 4(2). Available

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the first of a... more Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the first of a two-part series investigating which academic terms have the highest frequency of stop-outs at Achieving the Dream colleges. In this issue, students who stop out during high-frequency terms are examined by enrollment status, gender, and race/ethnicity. Colleges have been divided into two groups: those operating on semesters and those on quarters/trimesters. Similar to national studies on student persistence, slightly more than half of part-time students at Achieving the Dream colleges stopped out by the fall of their second academic year. Female students were significantly less likely to stop out than male students, and Hispanic students were less likely to stop out over three years than were black, non-Hispanic white, non-Hispanic; or Native American students. (Contains 7 footnotes and 3 figures.)

Students earning zero credits.

by Amy Topper

Clery, S., & Topper, A. (September/October 2008). Students earning zero credits. Data Notes, 3(5).

Developmental education: Completion status and outcomes.

by Amy Topper

Clery, S., & Topper, A. (July/August 2008). Developmental education: Completion status and outcomes. Data Notes, 3(4).

Changes in cohort composition.

by Amy Topper

Clery, S., & Topper, A. (September/October 2007). Changes in cohort composition. Data Notes, 2(3).

Achieving the dream students and financial aid.

by Amy Topper

Topper, A. (May/June 2007). Achieving the dream students and financial aid. Data Notes, 2(2).

The Role of Social Media in Community Colleges

by Charles H.F. Davis III

CITATION
Rios-Aguilar, C., González Canché, M.S., Deil-Amen, R., & Davis III, C.H.F. (2012). The role of social media in community colleges. Report printed by the University of Arizona and Claremont Graduate University.

This research was supported by funding from the Bill & Melinda Gates Foundation.

Over the past decade, there has been a growing public fascination with the phenomenon of connectedness. One of the... more Over the past decade, there has been a growing public fascination with the phenomenon of connectedness. One of the most important ways in which society is now connected is through social media –such as social networking sites. While both students and higher education institutions seem to be utilizing social media more and more, there still are enormous challenges in trying to understand the new dynamics generated by social media in higher education, particularly for the context of community colleges.

This research report has several purposes. The first is to document and to describe the various ways in which social media is used specifically by community colleges across the United States. Second, this report explores community college leaders’ perspectives on the value, purpose, and challenges of social media to better understand:

1. The types of social media used by community colleges.
2. Community college leaders’ perspectives, knowledge, and opinions regarding the value of social media, the various uses of social media, the barriers to using social media, and the role social media should play in the specific context of community colleges.

Baccalaureate Attainment and College Persistence of Community College Transfer Students at Four-Year Institutions

by Xueli Wang

Published in Research in Higher Education

Studying factors that predict bachelor’s degree attainment has generated considerable empirical interest over the past... more Studying factors that predict bachelor’s degree attainment has generated considerable empirical interest over the past few decades. Relatively few studies, however, have focused on community college transfer students and the unique factors that predict their educational outcomes. Utilizing the National Education Longitudinal Study of 1988 and Postsecondary Education Transcript Study, this research tested logistic regression models to predict baccalaureate attainment and college persistence among high school graduates of 1992 who attended community colleges first and eventually transferred to four-year institutions. Results indicate that the probability of attaining a bachelor’s degree among these students is significantly associated with gender, SES, high school curriculum, educational expectation upon entering college, GPA earned from community colleges, college involvement, and math remediation. Perceived locus of control and community college GPA are significant predictors of persistence. Implications for policy and future research are also discussed.

Decision making strategies when state funding is reduced: A case study of five community college districts in Texas

by Michael Modica

Hard to Reach Communities: Living in the UK, and Issues Facing British Muslims of Kashmiri Heritage Born & Bred in the UK

by Owais Rajput

In my presentation I will focus on British Muslim Communities living in UK; my main focus will be on the British local... more In my presentation I will focus on British Muslim Communities living in UK; my main focus will be on the British local community with Kashmiri heritage, as most of the time they are labelled in the media as “Home Grown Radicalised” Muslims, even if they are the fourth & fifth generation born & bred in UK.

I will also focus on Processes to Radicalisation in UK, in local communities, again particularly in the Kashmiri community.

I will also focus on design and delivery processes so far used by authorities in de-radicalisation processes and the results so far, and why we need to change those design and delivery processes, especially when we focus on the British Diaspora with Kashmiri heritage, the fourth & fifth generation born & bred in the UK.

Social Media in Higher Education: A Literature Review and Research Directions

by Charles H.F. Davis III

CITATION

Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S.Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University.


This research was supported by funding from the Bill & Melinda Gates Foundation.

Social media [technology] has become a growing phenomenon with many and varied definitions in public and academic use.... more Social media [technology] has become a growing phenomenon with many and varied definitions in public and academic use. For our purposes, the term social media technology (SMT) refers to web-based and mobile applications that allow individuals and organizations to create, engage, and share new user-generated or existing content, in digital environments through multi-way communication. Despite the widespread use of SMT, little is known about the benefits of its use in postsecondary contexts and for specific purposes (e.g., marketing, recruitment, learning, and/or student engagement). It is critical to begin to examine if and how higher education institutions are incorporating the use of SMT. This review of existing literature on the use of SMT in higher education will provide a baseline sense of current uses nationally, providing a descriptive overview of the phenomenon.

Distance Education Programs in Texas Community and Technical Colleges Assessing Student Support Services in a Virtual Environment

by Texas State PA Applied Research Projects

Luedtke, Cherry Beth, "Distance Education Programs in Texas Community and Technical Colleges Assessing Student Support Services in a Virtual Environment" (1999). Applied Research Projects, Texas State University-San Marcos. Paper 99.
http://ecommons.txstate.edu/arp/99

This applied research project serves as a preliminq evaluation of the status of distance learning at Texas public... more This applied research project serves as a preliminq evaluation of the status of distance learning at Texas public two-year community and technical colleges. The project includes a survey of the literature relevant to distance education, compares traditional classroom environments with distance education settings, and presents a number of attributes unique to distance education. Characteristics that distinguish distance education from traditional programs include the separation of teacher and student, the use of some type of technology to facilitate communication, and the learner's role as director of the learning process. Pertinent theories and definitions and the chronological development of distance learning are summarized. A discussion of distance education and public administration examines internal and external influences on the development of distance education and summarizes the benefits and c hallengw distance education presents to postsecondary educational providers.

The four patterns of organizational structure for postsecondary distance ducat ion are identified as technology-assisted instruction, consortia or collaboratives, contracted or brokered arrangements and virtual universities An examination of organizational structure describes administrative and management concerns such as programming, the instmctor's role in the teaching and learning process, and faculty-student interaction. Asynchronous and synchronous technologies used to facilitate communication and interaction in a distance learning environment are identified and described.

The project organizes and summarizes the data collected from content analysis of 54 Texas public community college and technical institute Web sites. Web sites were analyzed September 20 - October 12, 1999. Of the 54 Web sites analyzed, 44 colleges refer to distance education. There is almost equal distribution between colleges that offer distance education courses (43%) and colleges that indicate a department or unit responsible for overseeing the distance teaching and learning process (39%). Seven distance education providers indicate participation or membership in consortia] or collaborative efforts.

Student support services that provide effective interaction are a significant component of the organizationa1 structure and facilitate the distance learner's role as director of the learning process. A review of traditional campus-based support services identifies admissions, registration, assessment, counseling and advising, learning resources, and other services as key factors in a successful distance learning experience. A practical ideal type, based on criteria derived fiom the literature and guidelines provided by accrediting agencies, professional organizations or distance education consortia is used to assess the types of support services provided for the distance learner.

An assessment of the level of student support services provided for students enrolled in distance learning courses or programs reveals that few services are available. Admissions is assessed as poor in providing services for the distant learner. Colleges are using the Web to provide current information on the teaching and learning process, however, colleges often transfer print-based documents to the college Web site with little or no revision. Evidence indicates that although colleges are providing informational services, many institutions require students to acquire assessment, advising and counseling services on campus. Four components, Information, Assessment, Registration, Advising and Counseling, and Other services were assessed as 'very poor' in providing services defined by the practical ideal type.

Learning Resources is rated as 'adequate' in providing services defined by the criteria. Learning Resource services at community and technical colleges indicate an awareness of the distance learner's need to access libraryllearning resources and services that support the teaching and learning process. Library catalogs and electronic databases are accessible through 77% of the college Web sites analyzed.

An institution's commitment to providing appropriate use of technology to met students' needs and learning styies is reflected in the methods of interaction or systems of delivery utilized in providing student support services. f nteractive technologies enable colleges to maximize social interaction for the distance learner and a diverse selection of technology- based alternatives effectively adapt the method of interaction to a student's particular learning preference. schedule or special needs. Evidence documented by the research indicates community and technical colleges are using technology-based alternatives to provide student support services. E-mail and web-based services such as on-line request forms and tutorials combine with the more traditional technologies such as toll-free telephone numbers to provide students with student support services.

The project concludes with recommendations for increasing access to student support services and for future research. The study also includes examples of representative Web pages for each component of suppon services.

Exploring the Funding Structure for Texas Public Community Colleges: Attitudes and Perceptions of Community College Administrators

by Texas State PA Applied Research Projects

Cruz, Michelle Galindo, "Exploring the Funding Structure for Texas Public Community Colleges: Attitudes and Perceptions of Community College Administrators" (2002). Applied Research Projects, Texas State University-San Marcos. Paper 61.
http://ecommons.txstate.edu/arp/61

Today, it seems that receiving a quality education is more important than ever. However, the challenges to providing a... more Today, it seems that receiving a quality education is more important than ever. However, the challenges to providing a higher education are also greater than ever. As our world evolves into a more global community, we are faced with higher standards and expectations to hold ourselves accountable. Never has there been a time when employers have sought such a broadly trained and educated workforce. Society, as a whole, also has high expectations from its system of higher education.

Because higher education now plays such a crucial role in enabling an individual to enter the work force and the middle class, more people are eager to pursue an advanced education. Additionally, due to the rapid acceleration of the information and technology revolutions, it is necessary to change and improve our educational systems in order to adapt to the new demands of a changing society. Changes, however, are difficult to promote without the proper financial and governmental support. This is perhaps why many institutions of higher education, specifically public community colleges, are struggling to cope with the educational demands of students while carefully balancing their respective financial situations.

Thus the focus of this Applied Research Project is to assess the current funding structure for public community colleges in Texas. Structured interviews are the chosen research methodology for an exploration into the attitudes and perceptions of Texas public community college administrators regarding the current funding structure for Texas public community colleges. Specifically, the applied project explores the reliability and political nature of available revenue sources, formula funding as a method for appropriating funds to community colleges, and the various political elements of the current funding mechanism are assessed from the perspectives of Texas public community college administrators.

The research findings suggest that the funding structure for public community colleges in Texas is a complex mechanism that is affected by various external and internal factors. The research findings also indicate that the interviewed community colleges administrators are dissatisfied with certain aspects of the current funding structure for public community colleges, but are relatively satisfied with others. In specific, administrators are generally pleased with formula funding and its impact upon the funding structure, and are generally displeased with the reliability of the revenue sources available to them.

Are Community Colleges Going the Distance? : An Assessment of Student Support Services for Texas Community and Technical Colleges

by Texas State PA Applied Research Projects

Alston, Allyson A., "Are Community Colleges Going the Distance? : An Assessment of Student Support Services for Texas Community and Technical Colleges" (2006). Applied Research Projects, Texas State University-San Marcos. Paper 103.
http://ecommons.txstate.edu/arp/103

Purpose: The purpose of this research is twofold. The first purpose is to gauge the level of student support services... more Purpose: The purpose of this research is twofold. The first purpose is to gauge the level of student support services provided for students enrolled in distance learning courses or programs at Texas community or technical colleges by utilizing Cherry Beth Luedtke's (1999) student support services model. The second purpose is to document the change in student support services available at Web sites.

Method: The research method, content analysis, is used to assess student support services for distance learners at Texas community and technical colleges and to determine whether these services have changed since Luedtke's 1999 study. The sampling frame is a list of 57 Texas public junior or community and technical colleges.

Findings: Overall findings reveal that there has been improvement over the last seven years in every category defined in Luedtke's student support model. Admissions, registration, and learning resources categories were given a strong rating. Information/technical support and assessment categories were given an adequate rating. Lastly, the advising and counseling and other student support services categories were given a poor rating. Though there is no category with a very strong rating, none of the categories were give a very poor rating as in Luedtke's study.

Texas Community College Funding Structure: Closing the Gaps While Assessing the Attitudes and Perceptions of Community College Senior Administrators

by Texas State PA Applied Research Projects

Bell, Bethany Duncan, "Texas Community College Funding Structure: Closing the Gaps While Assessing the Attitudes and Perceptions of Community College Senior Administrators" (2006). Applied Research Projects, Texas State University-San Marcos. Paper 200.
http://ecommons.txstate.edu/arp/200

Community colleges provide gateways to higher education and are critical to guaranteeing the future success of the... more Community colleges provide gateways to higher education and are critical to guaranteeing the future success of the Texas economy (Texas Association of Community Colleges, 2005, 1). More Texans begin their educational journey at community colleges. These institutions train individuals for the current shortages in the teaching and allied health professions. Nationally there are 1,200 community colleges which make-up 45 percent of all undergraduates. However, the funding for community colleges continues to decrease in state appropriations. Like most institutions of higher education, the immediate challenge facing community colleges are: 1) the diminishing fiscal resources, 2) increase in student diversity, and 3) the growing demands of accountability. Community college senior administrators have been challenged to balance quality education and funding constraints.

In 2002, Michelle Cruz identified the declining funding and increasing enrollment as an impending crisis facing Texas community colleges. The inverse relationship between community college funding and student enrollment is further exacerbated by the "Closing the Gaps by 2015" initiative established in 2000 by the Texas Higher Education Coordinating Board (THECB). As a follow up study of Cruz (2002), the purpose of this applied research project is to explore the attitudes and perceptions of community college leadership about current funding issues. Emphasis will be placed on the following:

1) Political nature of funding
2) Budgeting issues
3) Revenue sources
4) Alternative funding mechanisms

This applied research project, as well as Cruz's 2002 applied research project provides an important leadership prospective to funding issues which community college senior administrators face.

Are Community Colleges Going the Distance? A Descriptive Analysis of Student Support Services for Alabama, Arkansas, Mississippi, and Tennessee Community Colleges

by Texas State PA Applied Research Projects

Duhon, Amy D., "Are Community Colleges Going the Distance? A Descriptive Analysis of Student Support Services for Alabama, Arkansas, Mississippi, and Tennessee Community Colleges" (2010). Applied Research Projects, Texas State University-San Marcos. Paper 343.
http://ecommons.txstate.edu/arp/343

Purpose: This study describes the quality of community college support services available online in Alabama, Arkansas,... more Purpose: This study describes the quality of community college support services available online in Alabama, Arkansas, Mississippi, and Tennessee using Cherry Beth Luedtke’s (1999) student support services model. These states lend themselves to the research because of a lingering legacy of “separate but equal” education policy. In addition, community colleges disproportionately serve low-income students. As community based higher education, community colleges in these states are uniquely equipped to meet higher education needs of African-Americans. Method: This research, content analysis, uses to analyze online support services for web-based learners at Alabama, Arkansas, Mississippi, and Tennessee community colleges. A total of fifty-eight community colleges in the four states constitute a sampling frame. Findings: Overall community colleges in Alabama, Arkansas, Mississippi and Tennessee exceed the benchmark in many services within Information/Technical Support and Admissions elements in the conceptual framework. Nevertheless, the areas of online advising and counseling, assessment, registration and other support services need improvement. College advising and counseling can mean the difference between a student’s success and failure. Community colleges should focus on improving these services.

Student perceptions of the higher education transfer process from two-year to four-year institutions: A qualitative study viewed through the lenses of student departure, social network, and complexity theories

by Kevin Kelly

Doctoral dissertation, University of San Francisco, 2009 - published as a free and open document - do not pay for it!

This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two-... more This qualitative study explored higher education transfer student perceptions of (a) the transfer process between two- and four-year institutions, (b) social network influences on their decisions to stay in higher education, (c) the role of technology in the process, and (d) organizational policies and practices that might influence the process. This study used student departure, social network, and complexity theories to describe the higher education transfer student experience from a holistic viewpoint. The researcher conducted interviews with thirteen higher education transfer students from two- and four-year institutions located in the San Francisco Bay Area. Eight of the thirteen participants belonged to historically underrepresented ethnicity populations. The researcher asked the participants to describe and analyze their experiences and decisions during the transfer process, and influences that came from their background and from external environments. The participants perceived that they themselves had the greatest influence on their decisions to stay in higher education, but also perceived external influences. The participants relied on different people in their personal networks to achieve various levels of academic and social integration, respectively. Participants perceived great value in using technology for transfer purposes, such as electronic portfolios and social network sites, but sometimes preferred human interaction. Diversity and encouragement emerged as important themes. Social network and complexity theories enhanced and reconceptualized the concepts portrayed in Tinto's (1993) longitudinal model of student departure. Tinto's model comprised only part of a much larger fractal pattern of the overall transfer-related phase transition. New initial conditions existed every time the pattern repeated at a smaller scale over time (e.g., every year, every decision). Certain pre-entry attributes parents' educational experiences and the participants' prior schooling---were also phase transitions, not static historical constants. Participants sought or sought to be strange attractors---influences that could break them or others from repetitive, linear patterns. Recommendations were made for higher education transfer students and administrators at higher education institutions. Recommendations for future research included calls for further investigation of higher education transfer students who dropped out, barriers for historically underrepresented ethnicity populations, and case studies of inter-institutional programs that use electronic portfolios for transfer purposes.

Gustavo Bueno y la Universidad de Oviedo

by Alberto Hidalgo Tuñón

Making College-University Cooperation Work: Ontario in a national and international context

by Andrew M. Boggs

Co-authored with Dr. David T. Trick, published by the Higher Education Quality Council of Ontario, February 13, 2009

Making College-University Cooperation Work: Ontario in a National and International Context seeks to answer three... more Making College-University Cooperation Work: Ontario in a National and International Context seeks to answer three primary questions:
• Under what conditions does institutional cooperation blossom?
• How successful have college-university partnerships in Ontario been to date?
• How do the results of Ontario’s approach to college-university relationships differ from those of jurisdictions with a system-wide approach to promoting student transfer?

The authors find that there are many examples of successful and innovative institutional collaborations in Ontario. There are some trends that can be discerned from existing arrangements. Much of the success of these partnerships has depended on the partners’ ability to overcome significant hurdles and to develop and execute an agreed plan. Government capital funding has provided an essential incentive in some cases.

Collaborations have several purposes: some are primarily intended to offer opportunities for college students to complete a university degree, while the primary purpose of others is to offer innovative programming or to improve geographic access to university degrees.

LTNHS

by Historically Digitized

Lamberto Tirol National High School

by Historically Digitized

The School named after Don Lamberto of Yapak, Boracay Island