Learning Disabilities Referrals, Eligibility Outcomes, and Services in Community Colleges: A Four-Year Summary

1993 ◽  
Vol 16 (3) ◽  
pp. 199-218 ◽  
Author(s):  
Daryl F. Mellard ◽  
Mark Byrne
Keyword(s):  
Community College ◽  
Learning Disabilities ◽  
Community Colleges ◽  
Ethnic Groups ◽  
Future Research ◽  
Older Students ◽  
Referral Patterns ◽  
Filipino Students ◽  
And Gender ◽  
College Setting

This study examined access to LD services in California's 103 community colleges. The data describe the pattern of referrals for LD, eligibility decisions, and students served according to age, ethnic, and gender groupings. Referrals in these settings are self-initiated and decisions on who receives state-supported classes and services are based on a statewide eligibility model. While the nature of students judged eligible and served as LD was similar to the referral patterns, the initial referrals themselves did not reflect the proportional groupings of the colleges' age, gender, and ethnic groups; besides, year-to-year fluctuations were noted. Fewer referrals were observed from some age and ethnic groups; the most notable differences included lower percentages of older students and Asian and Filipino students. These differences may be associated with such factors as the students' goals, self-attributions, and social influences. Of particular interest in future research is examination of influences on students' decisions to seek assistance in the community college setting.

Structures, Practices, and Policies to Support Community-Engaged Scholarship at the Community College

2020 ◽  
pp. 172-186
Author(s):  
Mary Ann Bodine Al-Sharif ◽  
Hugo García
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Undergraduate Research ◽  
Local Communities ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Research Projects ◽  
Engaged Scholarship ◽  
Community Engaged Scholarship ◽  
Large Corpus

This chapter illuminates the ways in which community colleges can develop and enhance their community-engaged scholarship (CES) to ensure they meet the needs of the local communities they are a part of. Indeed, community-engaged scholarship (CES) has been seen as a vehicle to support local communities by creating partnerships with postsecondary institutions to ensure research is conducted in a way that is mutually beneficial. The authors first explore the large corpus of literature regarding undergraduate research and then present a select number of community colleges that have been successful in incorporating undergraduate research projects. They then present how CES has been defined and how it has been implemented within a higher education context. They then proceed to introduce a CES conceptual model and explain how community colleges can utilize the model to support the institutionalization of CES programs. They conclude with recommendations for future research.

Fulfilling the Democratic Mission of the Community College Through Student Civic Engagement

2021 ◽  
pp. 21-39
Author(s):  
Jennifer Englert-Copeland
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Civic Engagement ◽  
Change Agents ◽  
College Education ◽  
Local Communities ◽  
High Impact ◽  
Community College Education ◽  
College Setting ◽  
Access Policies

Community colleges are inherently democratizing institutions. Through their open access policies, immersion in their local communities, and mission of preparing students for transfer or the workforce, they are positioned to produce graduates who have the skills to become change agents in their communities. Incorporating civic engagement within the community college setting often presents steep challenges as a result of funding models, a national narrow-focus on completion and credential production, and the barriers their own students face. Yet despite these challenges, community colleges across the country are increasingly focusing on methods of encouraging the civic engagement of their students and are participating in high-impact practices. Research confirms that students who are engaged civically do better academically. By assessing their civic programming, community colleges can shine light on the value of civic engagement as a fundamental outcome of a community college education. Only then will these institutions fully realize their mission as America's democracy colleges.

Exploring Sense of Belonging, Socioacademic Integrative Moments, and Learning Communities Related to ELs’ Persistence Based on Reenrollment Decisions in Community Colleges

2020 ◽  
pp. 009155212096487
Author(s):  
Tiberio Garza ◽  
Margarita Huerta ◽  
Hugo A. García ◽  
Jared Lau
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Learning Communities ◽  
English Learners ◽  
Sense Of Belonging ◽  
Equation Modeling ◽  
Future Research ◽  
Direct Effects ◽  
Measurement Models ◽  
Positive Direct

Objective: The objective of this study was to create a model of English learners’ (ELs) persistence based on theory and empirical research. Findings from this research informs community college educators in helping ELs persist and guide future research regarding this important student population. Method: We examined ELs’ persistence using structural equation modeling (SEM) based on data from the Community College Survey of Student Engagement (CCSSE) among a U.S. national sample of 6,872 ELs. SEM was informed through the means of measurement models for latent variables. Reliability and validity were assessed through Cronbach’s alpha, principal component analysis, and fit indices. Results: Our results show that (a) sense of belonging had significant and positive direct effects on ELs’ persistence based on reenrollment decisions, (b) socioacademic integrative moments had significant and positive direct effects on ELs’ sense of belonging, and (c) learning communities had significant and positive direct effects on ELs’ socioacademic integrative moments and sense of belonging. Contributions: Community colleges offer broad access to postsecondary education for ELs, or students in the process of learning English as a second or other language. As a whole, our study contributes to a better understanding of how ELs may persist in their academic studies. We further discuss the implications of our findings in light of policy, practice, and future research.

scholarly journals Perspectives on Implementation: Challenges and Successes of a Program Designed to Support Expectant and Parenting Community College Students in Rural, Midwestern State

2020 ◽  
Vol 24 (S2) ◽  
pp. 152-162 ◽  
Author(s):  
Natoshia Askelson ◽  
Grace Ryan ◽  
Felicia Pieper ◽  
Whitney Bash-Brooks ◽  
Addie Rasmusson ◽  
...  
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Implementation Challenges ◽  
Implementation Evaluation ◽  
Gift Cards ◽  
Parenting Students ◽  
College Staff ◽  
One Year ◽  
College Setting ◽  
Quantitative And Qualitative Methods

Abstract Objectives Expectant and parenting students (EPS) at community colleges are an underserved and often under-resourced group. In a rural, Midwestern state, the department of public health was awarded the Pregnancy Assistance Fund (PAF) grant to assist this population. This paper outlines the results of the implementation evaluation and offers suggestions for programs and evaluators working with this population in the community college setting. Methods We conducted a multicomponent evaluation utilizing quantitative and qualitative methods. Evaluation activities included tracking activities/services, surveys and interviews with participants, and interviews with community college staff implementing grant activities. The research team calculated frequencies for quantitative data and coded qualitative data for themes. Results Data from the community colleges and students’ self-reports revealed that EPS most commonly received concrete support from the program, often in the form of stipends or gift cards. Students reported that concrete support was beneficial and helped to relieve financial stress during the semester. Students’ major barriers to participation were lack of knowledge about the program and busy schedules that prevented them from accessing PAF services. Staff reported that difficulty identifying EPS and the short one-year project period were major implementation challenges. Conclusions for Practice We recommend that community colleges work to identify EPS, use fellow EPS to recruit program participants, and implement programming that works with the students’ schedules.

scholarly journals Operationalizing “Internationalization” in the Community College Sector: Textual Analysis of Institutional Internationalization Plans

10.28945/4435 ◽  
2019 ◽  
Vol 4 ◽  
pp. 177-196 ◽  
Author(s):  
Lisa M Unangst ◽  
Nicole I Barone
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Open Access ◽  
Textual Analysis ◽  
National Sample ◽  
Local Context ◽  
Future Research ◽  
Analysis Tool ◽  
College Level ◽  
Digital Scholarship

Aim/Purpose: This paper evaluates three community college internationalization plans using quantitative textual analysis to explore the different foci of institutions across three U.S. states. Background: One of the purposes of community college internationalization is to equip future generations with the skills and dispositions necessary to be successful in an increasingly globalized workforce. The extent to which international efforts have become institutionalized on a given campus may be assessed through the analysis of internationalization plans. Methodology: We use the textual analysis tool Voyant, which has rarely been employed in educational research, being more frequently applied in the humanities and under the broad heading of “digital scholarship”. Contribution: Extant literature examining internationalization plans focuses on the four-year sector, but studies centered on the two-year sector are scarce. This study addresses that gap and seeks to answer the research questions: How do community colleges operationalize internationalization in their strategic plans? What terms and/or concepts are used to indicate international efforts? Findings: Key findings of this study include an emphasis on optimization of existing resources (human, cultural, community, and financial); the need for a typology of open access institution internationalization plans; and the fragmentation of international efforts at the community college level. Impact on Society: It is clear that internationalization at community colleges may take shape based on optimization of resources, which begs the question, how can education sector actors best support open access institutions in developing plans tailored to the local context and resources at hand? Future Research: We recommend additional use of quantitative textual analysis to parse internationalization plans, and imagine that both a larger sample size and cross-national sample might yield interesting results. How do these institutional groupings operationalize internationalization in the corpus of their plans?

Designing Learning Environments That Integrate With Students' Academic Learning in a Community College Setting

2021 ◽  
pp. 134-145
Author(s):  
Anne M. Hornak
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Student Learning ◽  
Learning Environments ◽  
Design Thinking ◽  
Academic Learning ◽  
Learning Needs ◽  
College Setting ◽  
Equity And Inclusion ◽  
The U.S

This chapter focuses on how student learning needs to be intentionally designed to consider both what happens in and out of the classroom. The chapter focuses on student learning within a community college context, where co-curricular engagement looks much different than at a four-year school, specifically on how community colleges engage in design thinking principles related to curricular and co-curricular learning around equity and inclusion issues. Additionally, it is important to note that while some community colleges have residential opportunities for students, approximately 28% in the U.S., most are considered commuter campuses. Creating co-curricular opportunities on a commuter campus can be more challenging, however not impossible, and often adds value to the community college experience.

scholarly journals Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice

2020 ◽  
Vol 40 (1) ◽  
pp. 110-122 ◽  
Author(s):  
Edna Martinez ◽  
Chinasa Elue
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Academic Advising ◽  
Research Policy ◽  
Future Research ◽  
Degree Programs ◽  
Policy And Practice ◽  
Baccalaureate Degrees ◽  
Advising Models ◽  
Policy And Planning

An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.

Academic Outcomes Among Diverse Community College Students: What Is the Role of Instructor Relationships?

2020 ◽  
Vol 48 (3) ◽  
pp. 277-302 ◽  
Author(s):  
McKenna F. Parnes ◽  
Carola Suárez-Orozco ◽  
Olivia Osei-Twumasi ◽  
Sarah E. O. Schwartz
Keyword(s):  
College Students ◽  
Community College ◽  
Community Colleges ◽  
Student Success ◽  
Community College Students ◽  
Academic Outcomes ◽  
Academic Engagement ◽  
Future Research ◽  
Grade Point ◽  
Student Instructor

Objective: Although much research on community colleges focuses on institutional challenges or student deficits, emerging evidence suggests that student–instructor relationships have the potential to impact student success. The current study examined factors that could influence community college students’ development of relationships with instructors and how these relationships are associated with academic engagement and achievement. Drawing on literature exploring student–instructor relationships at 4-year institutions, we hypothesized that students’ relationships with instructors may partially account for the association between student demographic and relational characteristics and academic outcomes (i.e., cognitive and behavioral engagement, grade point average [GPA]). Method: Survey data were collected from 646 ethnically and racially diverse participants, many of whom were first-, second-, or third-generation immigrants, or first-generation college students. Employing a between-subjects, cross-sectional design, we tested the main study hypotheses of mediation through a series of path analysis models using Mplus. Results: Students with higher support-seeking attitudes and students with a mentor reported closer relationships with instructors, whereas part-time students reported weaker relationships with instructors. In turn, student–instructor relationships were significantly associated with both cognitive and behavioral aspects of academic engagement and GPA. Conclusion: This study provides insight into the various factors that may influence community college students’ development of relationships with instructors and highlights the direct and indirect influence of these relationships on student success. Implications for future practice include finding strategies that can be implemented at community colleges to foster student–instructor relationships. Future research should further explore these associations using longitudinal data to gain a deeper understanding of current findings.

scholarly journals Community Colleges Online

2012 ◽  
Vol 10 (1) ◽  
pp. 75 ◽  
Author(s):  
Corinne Crawford ◽  
Colin Persaud
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Online Education ◽  
Postsecondary Education ◽  
Education Attainment ◽  
Prospective Students ◽  
Online Technology ◽  
Higher Education Attainment ◽  
College Setting

Presently, community colleges are bursting at the seams. In 2011, community colleges turned away more than 400,000 prospective students. In the next six years, 63 percent of all U. S. jobs will require postsecondary education. Twenty two million new workers with postsecondary degrees will be needed by 2018. Community colleges are turning increasingly to online technology to increase capacity in order to meet the surging demand for higher education attainment. In this article we will look at the role of online education in the community college setting.

Teaching in the American Community College

2021 ◽  
pp. 1-27
Author(s):  
Carol Hittson Kent
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Community College ◽  
Community Colleges ◽  
Faculty Perceptions ◽  
Relevant Literature ◽  
Faculty Professional Development ◽  
Four Year Institutions ◽  
College Setting ◽  
Internal Pressures

With increasing emphasis on accountability in higher education, the value of faculty professional development continues to gain traction across campuses. Prompted by growing accreditation, assessment, and accountability measures, higher education institutions must provide evidence of faculty compliance with requirements that are tied to professional development. This is as true for community colleges as well as for four-year institutions. External and internal pressures for continuous improvement in teaching necessitates institutional commitment to understanding faculty perceptions and acceptance of high-quality professional development. Community colleges need to gain faculty acceptance of and participation in professional development in order to achieve fidelity to institutional instructional goals and initiatives. This chapter investigates community college faculty buy-in and support for professional development and considers cogent and relevant literature related to faculty professional development within the contemporary American community college setting.

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