scholarly journals Feminist Scholarly Communities Have Been a Lifeline During the Pandemic

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Karen Griscom
Keyword(s):  
Community College ◽  
Full Time ◽  
Feminist Organizations ◽  
Graduate Research ◽  
Heavy Workload

I teach writing and literature at a community college, and I am a third-year Ph.D. candidate. Because I balance full-time teaching and graduate research, I am accustomed to the intensity of a heavy workload. Still, during this past year, my home and work responsibilities have multiplied and with that so has my anxiety. Stress and lack of time have made it challenging to write and research. However, two feminist organizations have helped me cope and remain hopeful about my scholarship.

How Noncredit Enrollments Distort Community College IPEDS Data: An Eight-State Study

2021 ◽  
Author(s):  
Richard Romano ◽  
Mark D’Amico
Keyword(s):  
Community College ◽  
New York ◽  
South Carolina ◽  
Community Colleges ◽  
Postsecondary Education ◽  
System Level ◽  
Full Time ◽  
Full Time Equivalent ◽  
Education Data ◽  
State Study

A commonly used metric for measuring college costs, drawn from data in the Integrated Postsecondary Education Data System (IPEDS), is expenditure per full-time equivalent (FTE) student. This article discusses an error in this per FTE calculation when using IPEDS data, especially with regard to community colleges. The problem is that expenditures for noncredit courses are reported to IPEDS but enrollments are not. This exclusion inflates any per FTE student figure calculated from IPEDS, in particular expenditures and revenues. A 2021 IPEDS Technical Review Panel (TRP #62) acknowledged this problem and moved campus institutional research offices a step closer to reporting noncredit enrollment data (RTI International, 2021). This article is the first to provide some numbers on the magnitude of this problem. It covers eight states—California, Iowa, New Jersey, New York, North Carolina, South Carolina, Tennessee, and Virginia. Data on noncredit community college enrollments were made available from system offices in all states. In addition, discussions were held at both the system level and the campus level to verify the data and assumptions. Figures provided by states were merged with existing IPEDS data at the campus and state levels, and then were adjusted to account for noncredit enrollments. The results provide evidence that calculations using IPEDS data alone overestimate the resources that community colleges have to spend on each student, although distortions vary greatly between states and among colleges in the same state. The results have important implications for research studies and college benchmarking.

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation

1981 ◽  
Vol 41 (4) ◽  
pp. 1127-1135 ◽  
Author(s):  
Douglas C. Malloch ◽  
William B. Michael
Keyword(s):  
Community College ◽  
Academic Performance ◽  
San Francisco ◽  
Theory Model ◽  
Scholastic Aptitude Test ◽  
Full Time ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
Act Assessment

For a sample of 71 full-time students attending a large community college in the San Francisco Bay area, the objective of this investigation was to examine the degree of relationship between GPA earned during one academic quarter and: (a) an ability measure defined as scores on the composite of four academic tests in the ACT Assessment (American College Testing Program, 1959–1980) or scores on the College Board Scholastic Aptitude Test (Educational Testing Service, 1948–1980) that had been converted to scores on the academic composite of the ACT Assessment; (b) standing on an expectancy measure defined as a student's anticipated GPA; (c) scores on each of six measures representing a valence construct that indicates the relative desirability of long-range student goals; (d) scores on each of six measures portraying an instrumentality construct reflecting the facilitative effect of college grades (a short-term goal) as perceived by students in realizing long-term goals (such as vocational success or enduring friendships); and (e) an unweighted linear combination of a scholastic aptitude test score and placement on a contrived motivational construct constituting a multiplicative function of the expectancy, valence and instrumentality constructs consistent with Vroom's (1964, 1965) conceptualization. Ability and expectancy measures were found to be useful in predicting academic performance of community college students. The valence and instrumentality constructs contributed little, if any, validity to prediction of academic performance.

The Influence of Classroom Engagement on Community College Student Learning: A Quantitative Analysis of Effective Faculty Practices

2019 ◽  
Vol 47 (2) ◽  
pp. 136-158 ◽  
Author(s):  
James R. Lancaster ◽  
Carol A. Lundberg
Keyword(s):  
Community College ◽  
Student Engagement ◽  
Personal Development ◽  
Community College Student ◽  
Ordinary Least Squares ◽  
Academic Learning ◽  
Full Time ◽  
College Level ◽  
Faculty Teaching ◽  
Course Experience

Objective: This study asked how faculty behaviors and course decisions best predict learning gains for students. Next, it investigated how the identified engaging practices vary based on faculty employment status, course experience, course level taught, and teaching area. Method: The sample was taken from students and faculty at one community college with a Hispanic-serving designation in California. Student participants took the 2012 Community College Survey of Student Engagement (CCSSE) and faculty took the 2012 Community College Faculty Survey of Student Engagement (CCFSSE). Ordinary least squares (OLS) regression was used to identify significant faculty-related CCSSE variables that predicted academic learning, career learning, or personal development gains. Results: The models explained one third or more of the variance in each learning domain. Among the 16 significant predictors, seven were identified as having the strongest effects and served as dependent variables to determine whether there were significant differences in use of these practices among faculty groups. Faculty teaching full-time, faculty with more course experience, and faculty in career technical education (CTE) programs applied faculty-related engagement practices more than their counterparts. In addition, faculty teaching only college-level courses perceived better quality relationships with their students than faculty who taught only developmental courses. Conclusion: Grounded in the study findings are recommendations for community colleges to invest in programs that increase faculty availability to students and schedule courses so faculty gain experience teaching the same courses over time and implement faculty development programs specific to teaching strategies.

The Answer Is Yes

2016 ◽  
Vol 45 (2) ◽  
pp. 79-98 ◽  
Author(s):  
John M. Grubb ◽  
Pamela H. Scott ◽  
Donald W. Good
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Dual Enrollment ◽  
Future Research ◽  
Full Time ◽  
Student Aid ◽  
Fall Semester ◽  
Northeast Tennessee ◽  
The Impact

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

scholarly journals ANALISIS BEBAN KERJA KELOMPOK PENYELENGGARA PEMUNGUTAN SUARA (KPPS) MENGGUNAKAN METODE FTE (FULL TIME EQUIVALENT) PADA PEMILIHAN UMUM SERETAK TAHUN 2019 DI KABUPATEN BANGKA TENGAH

2019 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Ricky Febriansyah Cecep
Keyword(s):  
Counting Process ◽  
Work Load ◽  
Full Time ◽  
Full Time Equivalent ◽  
Work Sampling ◽  
Load Calculation ◽  
Calculation Results ◽  
Work Accidents ◽  
Heavy Workload ◽  
Equivalent Method

The 2019 Simultaneous Elections became a very heavy and broad workload for the Voter Organizer Group (KPPS). This is because KPPS must serve voters as many as 5 (five) ballots. KPPS expenses occur before, voting and counting and afterwards. The weight of the KPPS caused them to be exhausted, thus interfering with the voting and counting process, even causing work accidents such as illness and death. For this reason, work load calculation using the FTE (Full Time Equivalent) method is required. FTE method by dividing the work with real time. This research method is located at TPS 02 Padang Baru Village, Pangkalan Baru Subdistrict, Central Bangka Regency because KPSS has miscalculated so that the ballot box must be opened at the time of plenary at the PPK level (District Voting Committee). The method used by using work sampling in the process of counting votes conducted by KPPS at the TPS. From the FTE calculation results, the KPPS workload is included in the overload category, averaging above 2. With this FTE data as a recommendation for organizing elections so as not to provide a heavy workload for KPPS.

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