scholarly journals The Impact of a First Year Development Course on Student Success in a Community College: An Empirical Investigation

2014 ◽  
Vol 2 (6) ◽  
pp. 402-419 ◽  
Author(s):  
Edgar Garza ◽  
Randall Bowden
Keyword(s):  
Community College ◽  
Student Success ◽  
Empirical Investigation ◽  
First Year ◽  
The Impact ◽  
Development Course

scholarly journals Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Mark Hoyert ◽  
Cynthia O'Dell
Keyword(s):  
Student Success ◽  
Communities Of Practice ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Retention Rates ◽  
First Year ◽  
Scholarship Of Teaching ◽  
Pedagogical Techniques ◽  
The Impact ◽  
Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates. ​

First-Year Community College Students' Perceptions of and Attitudes Toward Intrusive Academic Advising

2016 ◽  
Vol 36 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Paul Donaldson ◽  
Lyle McKinney ◽  
Mimi Lee ◽  
Diana Pino
Keyword(s):  
Community College ◽  
Academic Advising ◽  
Single Case ◽  
Community College Student ◽  
First Year ◽  
College Student Success ◽  
Intrusive Advising ◽  
The Impact ◽  
The Relationship

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

scholarly journals Assessing the Impact of “Open Pedagogy” on Student Skills Mastery in First-Year Composition

Open Praxis ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 343
Author(s):  
Matthew Bloom
Keyword(s):  
Community College ◽  
Research Study ◽  
Classroom Research ◽  
The Other ◽  
First Year ◽  
Student Groups ◽  
First Year Composition ◽  
Course Materials ◽  
Composition Course ◽  
The Impact

This article presents the results of a 2016 classroom research study assessing the impact of open pedagogy on student skills mastery in English 101, a first-year undergraduate composition course at a two-year community college in North America. Ninety-two students in five sections used the same free OER course materials, but two sections were given traditional assignments (i.e. formal essays and grammar exercises) and the other three sections were given “open” assignments that involved designing and remixing open resources. Assignment results and other course metrics used to investigate the impact on student skills mastery yielded no statistically significant differences in performance between the student groups, which suggests that there may be no harm in shifting away from the traditional “disposable” assignment.

Exploring Sources and Infuences of Social Capital on Community College Students’ First-Year Success: Does Age Make a Difference?

2018 ◽  
Vol 120 (10) ◽  
pp. 1-46
Author(s):  
Xueli Wang ◽  
Kelly Wickersham ◽  
Yen Lee ◽  
Hsun-Yu Chan
Keyword(s):  
College Students ◽  
Community College ◽  
Social Capital ◽  
Student Success ◽  
Community College Students ◽  
College Success ◽  
Community College Student ◽  
First Year ◽  
College Student Success ◽  
Different Sources

Background/Context Although numerous studies have emerged shedding light on community college student success, the enduring role of social capital is often overlooked. Furthermore, when conceptualizing social capital in the community college context and its diverse student population, age represents a unique form of diversity in these institutions that warrants further exploration. Purpose This research identifies the sources of social capital and the relationships between different sources of social capital and community college success, taking into account how the identified sources and relationships may vary based on age through the following questions: First, what are the major sources of social capital among first-year community college students, and how do sources of social capital vary based on age of students? Second, how do different sources of social capital influence first-year community college success? Third, how do influences of social capital on first-year community college success vary based on the age of students? Research Design Our study drew on Coleman's conceptualization of social capital, along with survey, administrative, and transcript data from three 2-year colleges in a midwestern state. We performed factor analysis with invariance tests to investigate the sources of social capital among community college students and how the identified factor structure may vary by age. We further conducted a logistic regression to examine the relationship between social capital and community college student success across age. Findings Our findings indicate that social capital needs to be conceptualized differently for community college students across age because they indeed drew on multiple forms of social capital differently, and the sources of social capital that emerged in turn were related to student success in varied ways. Students under the age of 24 relied on institutional agents and academic interaction as dominant forms of social capital, whereas those over the age of 24 relied on significant other's support. Students under the age of 24 were more likely to succeed if they frequently visited advisors for academic reasons. A low or high level of support for schoolwork was related to a higher chance of success for students between 24 and 29 years of age. For the students who were over 30 years old, a moderate level of engagement in their learning network and discussions with academic advisors was related to the lowest level of dropping out. Conclusions This study extends the social capital model by illuminating the varying types of social capital that students of different age groups engage with, particularly in the community college context, and pushes the boundaries of the knowledge base on how social capital functions in relation to student success in postsecondary education. The findings also elucidate new directions for research, policy, and practice in regard to cultivating and maximizing networks and information for community college students of all ages.

scholarly journals Belonging in general chemistry predicts first-year undergraduates’ performance and attrition

2020 ◽  
Vol 21 (4) ◽  
pp. 1042-1062 ◽  
Author(s):  
Angela Fink ◽  
Regina F. Frey ◽  
Erin D. Solomon
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Sense Of Belonging ◽  
Minority Groups ◽  
First Year ◽  
Psychosocial Variable ◽  
Underrepresented Minority ◽  
Positive Effects ◽  
Stem Disciplines ◽  
The Impact

Feeling a sense of belonging in a learning environment can have positive effects on student success. The impact of this psychosocial variable on undergraduates’ achievement and retention has been demonstrated in STEM disciplines, especially for women within physical sciences where large disparities in gender representation persist. The current study explores the relationship between belonging and student success in undergraduate chemistry, where greater gender parity has recently emerged. In particular, this research investigates the belonging of first-year students enrolled in a two-semester General Chemistry course sequence. The study begins by examining whether students’ early sense of belonging in the course, indexed by two survey measures (perceived belonging, belonging uncertainty) varies depending on their demographics and academic preparation. The belonging measures are then used as predictors of performance in General Chemistry 1 and 2 and attrition from one semester to the next. Paralleling research in other STEM disciplines, the results show that female students, especially those from underrepresented minority groups, reported lower belonging and higher uncertainty than male students within the first weeks of the course. After accounting for demographics, preparation, and participation in a course supplemental program, the belonging measures predicted performance and attrition for all students. These findings suggest that course-level belonging in General Chemistry can have practical consequences for student success, and early disparities in belonging may have downstream effects on the retention of women and other groups underrepresented in STEM. Strategies for creating an inclusive and engaging environment that supports the success of all students are discussed.

scholarly journals Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

2015 ◽  
Vol 10 (4) ◽  
pp. 95 ◽  
Author(s):  
Sandy Rae ◽  
Margaret Hunn
Keyword(s):  
Student Success ◽  
Student Satisfaction ◽  
Information Literacy ◽  
Positive Impact ◽  
Business Students ◽  
Online Resources ◽  
First Year ◽  
Literacy Support ◽  
Online Resource ◽  
The Impact

Abstract Objectives – Literature supports the concept that embedding academic and information literacy support into first year university courses enables students to proceed more confidently with researching and writing their assignments, and thus contributes to student success in their course. A need was identified for academic and information literacy support for a cohort of first year business students as part of the development of online course content for Griffith Online, the institution’s online study degree option. This led to a collaboration between information literacy librarians, learning skills advisers, educational designers, and academic course convenors to develop and implement online resources. This paper will present findings on the impact of these online resources. Methods – Drawing on measures and methods identified in ISO16439 “Information and documentation: Methods and procedures for assessing the impact of libraries” (International Organisation for Standardization, 2014), in conjunction with the indicators offered by Lizzio’s (2006) Five Senses of Success framework, evidence was collected and combined from a variety of sources over semester 2, 2014, and semester 1, 2015 to assess the impact of the online resource. Inferred evidence was gathered from usage statistics (number of hits on the sites) and from performance measures (comparing student essay grade between those that did and did not use the resource). Solicited evidence was gathered from a survey of students, students in focus groups, and interviews with course lecturers, tutors and other stakeholders. Results – The inferred evidence showed a positive impact on the student success indicators of the sense of resourcefulness, capability, connection, purpose and identity. The solicited evidence suggests that students saw the online resource in a positive light and that staff were happy with the impact it had on students’ work and learning. It is believed that the gathered evidence indicates the Module did achieve the impact objective of a positive impact on the contribution to student success for these first year business students. Conclusions – The evidence has shown that this resource contributed to student success, and that staff and student satisfaction with the resource contributed to increased confidence with student academic skills and information literacy in respect to their assignment task. Assessing the impact of the online resource on student success has helped to demonstrate the value of the library at Griffith University to the wider community. The four-pronged collaboration relationship required for this approach was fostered with stakeholders outside of the library.

scholarly journals Nourishing STEM Student Success via a TEAM-Based Advisement Model

2017 ◽  
Vol 6 (6) ◽  
pp. 31 ◽  
Author(s):  
Bernard Polnariev ◽  
Reem Jaafar ◽  
Tonya Hendrix ◽  
Holly Porter Morgan ◽  
Praveen Khethavath ◽  
...  
Keyword(s):  
Community College ◽  
Student Success ◽  
Student Persistence ◽  
Public Institution ◽  
First Year ◽  
Promising Practices ◽  
Team Members ◽  
Staff Members ◽  
Supportive Culture ◽  
Stem Students

LaGuardia Community College is an international leader recognized for developing and successfully implementing initiatives and educating underserved diverse students. LaGuardia’s STEM students are holistically advised by a team of dedicated faculty and staff members from different departments and divisions. As an innovative approach to advisement, students are first connected to an advising team member in their discipline-based first-year seminar and consequently guided by other cross-institutional advisement team members to ensure their continued success. In this article, we share our policies, processes, and promising practices in advising STEM student at an urban public institution. We present arguments that address and support five pillars for student success: 1) the student matters, 2) supportive culture matters, 3) effective communication matters, 4) data matters, and, 5) clear pathways and effective advisement matters. Finally, we present empirical evidence that show positive results in terms of students’ retention. Specifically, there was an improvement in the actual Fall 2015 to 2016 return rate of STEM students, from 62.9% to 64.6%. Our scaled practice demonstrates the value of collaborative team-based advisement efforts as supported through professional development can improve community college STEM student persistence when the above five pillars are fully espoused by the institution. 

Sign in / Sign up

Export Citation Format

Share Document