Author: Juline S. AlbertPublisher:
ISBN:
Category :
Languages : en
Pages : 674
Book Description
A Study of Faculty Perceptions of Under-prepared Students in Selected Iowa Community Colleges
Author: Juline S. AlbertFaculty Perceptions of Under-prepared Students in Community College
Author: Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Post-secondary education is experiencing increasing numbers of incoming freshman who are academically under-prepared for college level work. California Community Colleges have more academically under-prepared students than any other institutions in the state, with 60-90% of incoming freshman in need of some form of remediation. The California Community College System Office is addressing this influx into its colleges with the Basic Skills Initiative which provides resources for colleges to support the under-prepared population. The purpose of this study was to determine what community college faculty think about the growing population of under-prepared students, how they are addressing these students in their classroom, and how they feel their institution is doing to support this population. The study further investigated differences of opinion between basic skills faculty and non-basic skills faculty. Study participants were full-time instructional faculty who participated in focus groups and a written survey which explored faculty awareness and perceptions of under-prepared students, current classroom practices addressing the under-prepared population, and recommendations for improvement. The response rate of 71% for the survey results paints a fairly accurate picture of the community college classroom as it pertains to under-prepared students at American River College. The results portray community college faculty as a flexible group doing their best to accommodate under-prepared students entering their classroom. Virtually all faculty recognize the under-prepared students in their classroom and most stated up to 50% of the students in transfer level classes are academically under-prepared. Many faculty have adjusted their course requirements to address issues associated with under-prepared students. Faculty believe the institution could be doing a better job to support their work with under-prepared students and a more focused effort is needed to ensure the success of under-prepared students at the institution. Most faculty believe the reason for the growth in under-prepared students is due to student motivation rather than the student's background or available resources. Although current practices in the classroom truly demonstrate progress with academically under-prepared students, they reveal additional work is necessary before all students, regardless of their level of preparation, can achieve success at the community college.
A Study of Faculty Members' and Administrators' Perceptions of a Selected Role of Community Development for Urban Iowa Community Colleges
Author: Thomas Paul HansenPublisher:
ISBN:
Category : College administrators
Languages : en
Pages : 210
Book Description
Administrator, Counselor, Faculty and Underprepared Student Perceptions about Underprepared Students' Academic and Social Integration in an Urban Community College
Author: Ronald L. MossPublisher:
ISBN:
Category : College attendance
Languages : en
Pages : 376
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 596
Book Description
Faculty Perceptions of Organizational Climate and Its Relationships to the Implementation of an Innovation in Selected Community Colleges
Author: Donald Eugene FullerPublisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 314
Book Description
Exploring Perceptions of Academically Underprepared Students at a Southeastern Community College
Author: Lillian Y. OwensPublisher:
ISBN:
Category : Community college student development programs
Languages : en
Pages : 125
Book Description
As increasing numbers of academically underprepared students are enrolling in community colleges, it is important to understand student perceptions of facilitators and challenges relative to their success in developmental course work. This study explored the lived experiences of recent high school graduates who completed three developmental courses at the community college in the study. The purpose of this research was to conduct a qualitative study to identify facilitators and challenges of successful students in the developmental course sequence. Tinto's1975 integrative model provided a framework for the study. The study was guided by the following question: What does it mean for underprepared students to be successful in developmental course work at a community college? Additional sub-questions included: (a) what do students perceive as facilitators to being successful in developmental courses at a community college, and (b) what do students perceive as challenges of being successful in developmental courses at a community college? A phenomenological approach of inquiry was utilized to understand the meaning that first time, full-time freshmen attached to their persistence from developmental course work to college-level course work. Twelve college students at a southeastern community college participated in comprehensive, semi-structured individual interviews. Each participant had successfully completed a developmental course in English, Reading, and Math and had persisted to college-level course work. The findings of the study supported both the student expectations and the academic integration components of Tinto's theory of academic integration model (1975, 1987, 1993). The qualitative approach also revealed that motivation of the participants enhanced academic integration.
Bridging the Gap
Author: Barbara Jean KelbererPublisher:
ISBN:
Category :
Languages : en
Pages : 462
Book Description
Underprepared Community College Students
Author: Kathryn Claire KingPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
Book Description
Perceptions of Underprepared Community College Students Regarding Their Educational Achievement
Author: Peter BarbatisPublisher:
ISBN:
Category :
Languages : en
Pages : 39
Book Description
This study serves as the preliminary analyses of a pilot study of community college students who persisted through their remedial classes and their programs of study and had attained the associate degree at a multicultural community college. This study is informed by Tinto's academic integration model, Astin's social involvement model and Freire's critical theory with attention to the ways that race, class, gender, the economy, education, religion, and sexual orientation interact to construct a social system. The researcher's goal was to identify how learning community experiences, notably the mentoring and networking opportunities, might have influenced experiences of the underprepared student. Individual Interview Protocol for Pilot Study is appended. (Contains 2 tables and 3 figures.).