Comprehensive Approaches to Increasing Student Completion in Higher Education: A Survey of the Landscape

2020 ◽  
Author(s):  
Rachel Fulcher Dawson ◽  
Melissa S. Kearney ◽  
James X. Sullivan
Keyword(s):  
Higher Education ◽  
Student Completion

Challenges Facing Contemporary Community Colleges

2019 ◽  
pp. 186-200
Author(s):  
Shah S. Ardalan
Keyword(s):  
Higher Education ◽  
United States ◽  
Community Colleges ◽  
Open Access ◽  
Undergraduate Students ◽  
The United States ◽  
Workforce Training ◽  
Socioeconomically Disadvantaged ◽  
Increasing Demand ◽  
Student Completion

For over a century, American community colleges have delivered on their mission of open access and now educate about half of all undergraduate students in the United States. Recognized as primary providers of higher education and workforce training, especially to non-traditional and socioeconomically disadvantaged students, community colleges serve as transformative engines of prosperity and democratization of education. Contemporary community colleges face many challenges. Mainly, while community colleges are persistently underfunded, their leaders are under ever-increasing demand to improve student completion.

Resistances to scientific knowledge production of comparative measurements of dropout and completion in European higher education

2016 ◽  
Vol 16 (4) ◽  
pp. 386-406 ◽  
Author(s):  
Carina Carlhed
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Knowledge Production ◽  
Statistical Reasoning ◽  
Scientific Knowledge Production ◽  
The Social ◽  
Different Types ◽  
Limited Basis ◽  
The Uk ◽  
Student Completion

The article is a critical sociological analysis of current transnational practices on creating comparable measurements of dropout and completion in higher education and the consequences for the conditions of scientific knowledge production on the topic. The analysis revolves around questions of epistemological, methodological and symbolic types and, in particular, how the social processes in the creation and use of different measures offer researchers different positions in the knowledge production. Descriptions of statistics and measurements from statistics agencies in Sweden and the UK and from the OECD, EUROSTAT and Eurydice, as well as policy texts and data collection manuals from European Union bodies, have been compared and analysed. Particular interest is directed towards examples of measures used in Sweden and the UK. The results suggest that available data on student completion offers only a very limited basis for research-driven comparative analysis. It offers also a problematisation of the notions of researchers seen as users or producers of data and different position takings in statistical reasoning in using statistics as for example different types of evidence for policymaking.

scholarly journals Improving study success and diversity in Dutch higher education using performance agreements

2019 ◽  
Vol 26 (3) ◽  
pp. 329-343
Author(s):  
Ben Jongbloed ◽  
Frans Kaiser ◽  
Don F. Westerheijden
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Higher Education Institutions ◽  
Educational Quality ◽  
Completion Rates ◽  
Study Success ◽  
Policy Experiment ◽  
Funding Mechanisms ◽  
Student Completion ◽  
A Performance

AbstractMore and more governments have started to introduce elements of performance in the funding mechanisms for their higher education institutions. An example is a performance agreement: a contract signed between the funding authority and an individual higher education provider. In the Netherlands, a policy experiment involving performance agreements was concluded in 2016. We analyse whether the agreements actually have helped achieve the goals of improving student completion rates, educational quality and increasing the diversity in educational offerings. We present some indicators relating to these goals and discuss what can be learned from the performance agreements experiment in the Netherlands.

scholarly journals Bruk av omvendt undervisning i naturfag på ungdomstrinnet

2021 ◽  
Vol 17 (1) ◽  
pp. 20-34
Author(s):  
Christine Lindstrøm ◽  
Ina Camilla Lauvli Engan ◽  
Kirsti Marie Jegstad
Keyword(s):  
Higher Education ◽  
Middle School ◽  
Flipped Classroom ◽  
School Science ◽  
Middle School Science ◽  
Peer Instruction ◽  
Just In Time ◽  
Teacher Interviews ◽  
Teacher Data ◽  
Student Completion

In this study, we investigated how Flipped Classroom with Just-in-Time Teaching and Peer Instructioncould be implemented in middle school science. The study was carried out over four weeks in two year 8classes (N = 60) with one teacher. Data collection comprised student completion of pre-work, responses toin-class Peer Instruction questions, and teacher interviews before, during and after the intervention. Theresults show that Flipped Classroom worked quite similarly in middle school as in higher education. Prereading made the students better prepared for and engaged in class activities, and they particularly likedthe instant feedback of Peer Instruction questions. The teacher experienced increased joy in planning andteaching her classes, and the time spent for planning did not increase significantly.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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