Teaching Psychology: Students need more research at the community-college level

1995 ◽  
Author(s):  
Keyword(s):  
Community College ◽  
Psychology Students ◽  
College Level ◽  
Teaching Psychology

scholarly journals Constructing authority: Using the ACRL Framework to connect with underserved students

2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper
Keyword(s):  
Community College ◽  
Adult Students ◽  
Information Literacy ◽  
Library Instruction ◽  
College Level ◽  
Supportive Services ◽  
Underserved Students ◽  
Returning Adult Students ◽  
Underserved Groups ◽  
Innovative Instruction

At the community college level, rethinking library instruction in light of the ACRL Framework for Information Literacy for Higher Education often feels like a puzzle. But like many things we do at the library, it all comes back to helping our most vulnerable students. In this column, we outline our library’s outreach efforts to engage with two intersecting and underserved groups: returning adult students and students in the LGBTQ+ community. As job markets become more competitive, older adults are returning to community colleges in order to obtain degrees and earn credentials. As awareness and acceptance of the LGBTQ+ community increases, so does the need to provide supportive services for these students. At our library, engaging with the Framework provided an opportunity to design innovative instruction and programming.

The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices

2019 ◽  
Vol 47 (2) ◽  
pp. 136-158 ◽  
Author(s):  
James R. Lancaster ◽  
Carol A. Lundberg
Keyword(s):  
Community College ◽  
Student Engagement ◽  
Personal Development ◽  
Community College Student ◽  
Ordinary Least Squares ◽  
Academic Learning ◽  
Full Time ◽  
College Level ◽  
Faculty Teaching ◽  
Course Experience

Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.

Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs

2018 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Stephan Dutke ◽  
Helen Bakker ◽  
Lenka Sokolová ◽  
Iva Stuchlikova ◽  
Sergio Salvatore ◽  
...  
Keyword(s):  
Psychology Students ◽  
Target Group ◽  
Academic Disciplines ◽  
Public Image ◽  
European Federation ◽  
Work Processes ◽  
Psychological Phenomena ◽  
Professional Field ◽  
Teaching Psychology ◽  
Group B

This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽  
2006 ◽  
Author(s):  
Frank P. Albritton Jr.
Keyword(s):  
Community College ◽  
Student Achievement ◽  
Student Performance ◽  
College Level ◽  
Economic Literacy ◽  
Online Questionnaire ◽  
Online Delivery ◽  
Face To Face ◽  
Considerable Research ◽  
Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

Soundoff: Developmental-Studies Mathematics: Developmental or Review?

1986 ◽  
Vol 79 (6) ◽  
pp. 402-403
Author(s):  
John T. Gordon
Keyword(s):  
High School ◽  
Community College ◽  
Secondary School ◽  
Major Part ◽  
School Curriculum ◽  
Colleges And Universities ◽  
Developmental Studies ◽  
College Level ◽  
Secondary School Curriculum ◽  
College Bound Students

Developmental-studies mathematics is the set of skills that students must possess if they are to be sucessful in beginning college-level mathematics. In most colleges and universities, elementary algebra from the secondary school curriculum is a major part of developmental-studies mathematics. Some arithmetic, or some intermediate algebra, or some of both is also commonly included. Although this content is studied by most college-bound students before they enter their last two years of high school, over 60 percent of all students nationally who enter a community college are required to take developmental-studies mathematics (Griffin 1981). Similarly, in many of the larger universities, this statistic is over 50 percent (Whitesitt 1982).

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