Is Historical Study of Nahwu on Madrasah Basra and Kufa Important to Teach? The Analysis of Opinion on Indonesian AFL Students

The knowledge of nahwu has been taught in many universities in Indonesia. However, the study of the nahwu taught is still limited to a study oriented to the science of tools in learning Arabic and ignores historical, theoretical aspects such as Madrasah Basra and Kufa. Therefore, this study aims to prove whether this historical, academic study is essential to be taught to Indonesian AFL students. This research uses a quantitative approach with a descriptive type. The questionnaire was given to several 20 fifth-semester AFL students with three open-ended questions about their knowledge of Madrasah Basra and Kufa. The results of this study indicate that 60% of students are familiar with Madrasah Basrah and Kufa. Most of them hear about Madrasah Basrah and Kufa for the first time in college (75%), in pesantren (8.3%), on the internet (8.3%), at high school (8.3%), and from the sermon (8.3%.). Moreover, the students generally know about Madrasah Basrah and Kufa's differences, but it is only limited to the differences in terms and I'rab. Therefore, the learning of nahwu needs to be developed by paying attention to the historical aspects of the nahwu development, especially the differences from Madrasah Basrah and Kufa.

Differences in Male and Female Texas Community College First-time-in-College Part-Time Students Over Time: A Multiyear, Statewide Analysis

In this multiyear, statewide investigation, the extent to which enrollment rates of male and female, part-time, first-time-in-college students enrolled in Texas community colleges differed from the 2003-2004 academic year to the 2018-2019 academic year was determined. From the 2003-2004 academic year to the 2011-2012 academic year, statistically significant differences were identified in the enrollment rates of both male and female, part-time, first-time-in-college students. Cohen’s d effect sizes, calculated for both male and female, part-time students, were small (0.22). Enrollment rates for male and female, part-time, first-time-in-college students from the 2011-2012 academic year to the 2018-2019 academic year and from the 2003-2004 academic year to the 2018-2019 academic year were similar. Enrollment rates for male and female, part-time, first-time-in-college students enrolled in Texas community colleges remained consistently around 45% and 55%, respectively, during the 16 academic year span. Recommendations for future research as well as implications for policy were discussed.

What I Owe to Dib

In 1963, a year after Independence, I discovered, not without pride, for the first time in college Algerian authors who were not in the curriculum of the French school I had attended. Among them, Mohammed Dib and his Grande Maison. At the age of 15, I thus crossed the threshold of this literature that would accompany me in my life as a reader and writer. Here I would like to tell my relationship with the diverse and rich work of Mohammed Dib, my encounters with the man and my view of some of his novels and poetry collections. In this personal testimony, I would like to evoke what he was able to bring to the writers of the Independence generation.

Early Declaration of a College Major and Its Relationship to Persistence

As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.

Differences in Ethnic/Racial Diversity of Texas Community College First-Time in College Full-Time Students Over Time: A Multiyear, Statewide Analysis

In this multiyear, statewide empirical investigation, the degree to which ethnic/racial diversity of first-time in college full-time Texas community college students changed from the 1999-2000 through the 2014-2015 academic years was determined. Over this time period, the percentage of Hispanic first-time in college full-time Texas community college students showed a statistically significant increase, whereas the percentage of White first-time in college full-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time college students during this time period. Although some improvement was noted in the ethnic-racial diversity of Texas first-time in college full-time students, more work remains. Implications for policy and recommendations for research were provided.

The Best Three Years of Your Life: A Prediction for Three-Year Graduation

The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students’ ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model that can provide accurate prediction of students’ ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students’ EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have a policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.