Views of Technology Importance for Developmental Students at the Community College Level

Author(s):  
Michael S. Dillard

This qualitative study examined the perceptions of nontraditional developmental education students in a community college setting. This study describes adult, nontraditional students' perceptions of their experiences, college supports, and best teaching practices which helped them to succeed. Interview data were obtained from four students, a supplemental instruction leader, and a program manager. Participant responses included themes about the conditions and challenges which the students face, as well as recognition of the intentional engagement practices on the part of the college infrastructure which students perceived to be most helpful and supportive to them. This data can provide valuable information to university administrators, college advisors, and classroom faculty, as well as inform future policy and practice.

2020 ◽  
Author(s):  
Jacob Baker ◽  
◽  
Richard O. Hughes ◽  
Kathryn Ruth VonSydow ◽  
Bryan Seymour ◽  
...  

2020 ◽  
Author(s):  
Jacob Baker ◽  
◽  
Richard Hughes ◽  
Kathryn Ruth VonSydow ◽  
Bryan Seymour ◽  
...  

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Peter Shea ◽  
Temi Bidjerano

Abstract Previous research indicates that online learning at the community college level results in higher rates of withdrawal, failure, and dropout compared to classroom-based education (Xu & Smith Jaggars, 2011; Smith-Jaggars & Xu, 2010). The primary goal of the current study was to examine national data (US Dept. of Ed. Beginning Postsecondary Student Survey, 2004-09) on three outcomes for community college students with and without online education experiences. The outcomes were attainment of first associate degree, transfer, and dropout. In contrast to previous research, compared to exclusively classroom-based students, results suggest significantly more students who had engaged in online education had attained an associate degree at the end of the observation period. There were no significant differences in transfer or dropout. These results are interpreted with regard to their implications for policy and practice.


Author(s):  
Xinye Hu ◽  
Shouping Hu

AbstractDevelopmental education (DE) reform took place among the 28 Florida College System (FCS) institutions in 2014. In this study, we examine how cohort-based passing rates in college-level English and math courses changed at different colleges for pre- and post-policy period and explore what institutional characteristics were related with various institutional trajectories of cohort-based course passing rates in the post-policy period. Employing longitudinal data analysis, we found that colleges performed similarly regarding cohort-based passing rates in both college-level English and combined math courses before DE reform and had a similar elevation in the cohort-based English course passing rates when DE reform took place in 2014. However, colleges experienced different change patterns in the years following DE reform. Specifically, colleges located in rural areas and with more White students experienced relatively lower college-level English passing rates in the post-policy period than their counterparts. Different colleges had slight differences in the trajectory of college-level math passing rates by cohort after SB 1720 in 2014, but institutional characteristics in this study did not adequately capture inter-institutional differences.


2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Allan Sudoi ◽  
Jantina De Vries ◽  
Dorcas Kamuya

Abstract Background Despite the rapid global growth of biobanking over the last few decades, and their potential for the advancement of health research, considerations specific to the sharing of benefits that accrue from biobanks have received little attention. Questions such as the types and range of benefits that can arise in biobanking, who should be entitled to those benefits, when they should be provided, by whom and in what form remain mostly unanswered. We conducted a scoping review to describe benefit sharing considerations and practices in biobanking in order to inform current and future policy and practice. Methods Drawing on the Arksey and O’Malley framework, we conducted a scoping review of the literature in three online databases (PubMed, Cochrane library, and Google Scholar). We extracted and charted data to capture general characteristics, definitions and examples of benefits and benefit sharing, justification for benefit sharing, challenges in benefit sharing, governance mechanisms as well as proposed benefit sharing mechanisms. Results 29 articles published between 1999 and 2020 met the inclusion criteria for the study. The articles included 5 empirical and 24 non-empirical studies. Only 12 articles discussed benefit sharing as a stand-alone subject, while the remaining 17 integrated a discussion of benefits as one issue amongst others. Major benefit sharing challenges in biobanking were found to be those associated with uncertainties around the future use of samples and in resultant benefits. Conclusion Most of the benefit sharing definitions and approaches currently in use for biobanking are similar to those used in health research. These approaches may not recognise the distinct features of biobanking, specifically relating to uncertainties associated with the sharing and re-use of samples. We therefore support approaches that allow decisions about benefit sharing to be made progressively once it is apparent who samples are to be shared with, the intended purpose and expected benefits. We also highlight gaps in key areas informing benefit sharing in biobanking and draw attention to the need for further empirical research.


2020 ◽  
Vol 81 (10) ◽  
pp. 508
Author(s):  
Andy Foskey ◽  
Amanda Roper

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.


Sign in / Sign up

Export Citation Format

Share Document