AN UPDATE ON REVERSE TRANSFERS TO TWO‐YEAR COLLEGES

Author(s):  
Roseann R. Hogan
2017 ◽  
Author(s):  
Katrien J. van der Hoeven Kraft ◽  
◽  
Diana M. David ◽  
Katie Chugg ◽  
Justin Ericksen

1975 ◽  
Vol 7 (2) ◽  
pp. 6-11
Author(s):  
Frank W. Connolly
Keyword(s):  

1977 ◽  
Vol 11 (1) ◽  
pp. 70-77
Author(s):  
Barbro M. Ek

This Report was prepared under the auspices of the MESA Committee on Pre-Collegiate Education, Michael W. Suleiman, Chairperson; Barbro M. Ek, Marvin Fricklas, Mounir Farah, Glenn Perry, Juanita Will Soghikian and Don Peretz, Members.There are presently twelve regional centers for the study of the Middle East receiving operational grants from the Office of Education under its language and area centers program. These grants range In amounts from $50,000 to $114,000 per year with the average falling somewhere around $92,000 yearly. Although there is a yearly competition, most centers receive funding for a minimum of three years. Of the presently funded centers, two (University of Arizona and Portland State) are funded as undergraduate programs, with the remainder serving the graduate sector as well. Government guidelines stipulate that 15% of the total grant must be spent in the area of “outreach” services to agencies, organizations and individuals outside the university interested in the resources of the center. Funding criteria for fiscal 1976 published in the Federal Register (Vol. 41, No. 20, Feb. 9, 1976) further specifies that “Centers shall provide such “outreach activities” in two or more of the following areas, at least one of which shall be either (1) or (2) below:(1) Assistance to other institutions of higher education including public and private four-year colleges, particularly those with teacher education programs, and two year colleges (such as sharing of library resources, faculty workshops, and cross-registration of students); (2) assistance to state and local elementary and secondary educational agencies (such as in-service teacher training, bibliographic assistance, textbook evaluation, curriculum development, and direct instructional services; (3) assistance to the business community (such as workshops and special courses) and (4) sharing of resources (such as general lectures, films and book and art exhibits) with the community at large.”


Author(s):  
G. Evelyn Lesure-Lester

Despite a high college dropout rate for Latino students, much remains unknown about college persistence decisions of these students. The present study examined the influence of stress management styles on college persistence decisions of Latino students. The Persistence/Voluntary Dropout Decisions Scale and the Cope Inventory were administered to 111 students enrolled in two-year colleges. Results of this study identified different types of persistence decisions for Latino students and showed how they were positively versus negatively associated with specific dispositional coping styles. Ways to enhance the college retention of Latino students were discussed.


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