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Author: Jerry Alan Pyka Publisher: ISBN: Category : Technology Languages : en Pages :
Book Description
The global employment market demands an increasingly well prepared work force. Consequently, this trend is echoed in community college graduates transferring to four- year institutes. From 2009 to 2011, over 28,000 students who graduated with an associate’s degree from a community college in the State of Texas transferred to a four-year university also in the State of Texas (Texas Higher Education Coordinating Board, 2013). Among those transferring students, very few community college graduates with an Associate of Applied Science (A.A.S.) degree transferred to four-year institutions. A report by the Transfer Issues Advisory Committee (Texas Higher Education Coordinating Board, 2001) identified issues that prevent or create obstacles for those A.A.S. students attempting to transfer from a community college to a four- year university: this includes, for example, policy issues, procedures and advisory support. Literature indicates that the issues and challenges confronting A.A.S. transfer students included complicated class transcripts, lack of knowledge pertaining to the process and admissions requirements (Ellison, 2004; Phillips, 2011; Sausner, 2004 Townsend & Wilson, 2006a). Along with these potential difficulties, A.A.S. transferring students must determine if the new receiving university will accept their earned credits, and if those accepted fit into a four-year degree plan (Boswell, 2000; Cejda & Rhodes, 2004). A perceived problem by transfer students is that both institutions need to improve the transfer process (Townsend & Wilson, 2006b). The purpose of this study was to gain a better understanding of A.A.S. degree students’ challenges and experiences of the transfer period from community college to a four-year research-intensive university. The study participants were 18 transfer students from a large community college in Texas. Participants varied in age, ethnicity, and gender. To understand the challenges of A.A.S. transfer students, a qualitative approach was selected because it allows important insights to emerge from the student perspective. Symbolic interaction was chosen as the framework as it is based on how we interpret our world (Willis, 2007), and it provides for “local understanding” through in-depth interviews to elicit a rich and thick description of the experiences of the participants and how they construct meaning from social interactions. The primary means to obtain data for my research was through the use of surveys and interviews with participants to gain a perspective of their experiences as they transitioned from a two-year college to a four-year university. The primary research question for this study was What are the experiences and perceptions of A.A.S. degreed community college students transferring to an articulated baccalaureate program at a four-year research-intensive institution? The interviews were taped (with the permission of the participant) and an analysis of the qualitative data were completed through the use of coding, reflexive journal and member checking. Transcribed data were coded into themes, organized and categorized. While the experiences of students transferring from one institution of higher education to another have been researched and discussed in previous literature, there has not been any research into the experiences of students with an Associate of Applied Science. The significance of this study is the examination of those experiences through the lens of the student and the presentation of those findings that community college and university administrators may use to refine transfer processes and procedures at their respective institution to make the transfer more seamless.
Author: Jerry Alan Pyka Publisher: ISBN: Category : Technology Languages : en Pages :
Book Description
The global employment market demands an increasingly well prepared work force. Consequently, this trend is echoed in community college graduates transferring to four- year institutes. From 2009 to 2011, over 28,000 students who graduated with an associate’s degree from a community college in the State of Texas transferred to a four-year university also in the State of Texas (Texas Higher Education Coordinating Board, 2013). Among those transferring students, very few community college graduates with an Associate of Applied Science (A.A.S.) degree transferred to four-year institutions. A report by the Transfer Issues Advisory Committee (Texas Higher Education Coordinating Board, 2001) identified issues that prevent or create obstacles for those A.A.S. students attempting to transfer from a community college to a four- year university: this includes, for example, policy issues, procedures and advisory support. Literature indicates that the issues and challenges confronting A.A.S. transfer students included complicated class transcripts, lack of knowledge pertaining to the process and admissions requirements (Ellison, 2004; Phillips, 2011; Sausner, 2004 Townsend & Wilson, 2006a). Along with these potential difficulties, A.A.S. transferring students must determine if the new receiving university will accept their earned credits, and if those accepted fit into a four-year degree plan (Boswell, 2000; Cejda & Rhodes, 2004). A perceived problem by transfer students is that both institutions need to improve the transfer process (Townsend & Wilson, 2006b). The purpose of this study was to gain a better understanding of A.A.S. degree students’ challenges and experiences of the transfer period from community college to a four-year research-intensive university. The study participants were 18 transfer students from a large community college in Texas. Participants varied in age, ethnicity, and gender. To understand the challenges of A.A.S. transfer students, a qualitative approach was selected because it allows important insights to emerge from the student perspective. Symbolic interaction was chosen as the framework as it is based on how we interpret our world (Willis, 2007), and it provides for “local understanding” through in-depth interviews to elicit a rich and thick description of the experiences of the participants and how they construct meaning from social interactions. The primary means to obtain data for my research was through the use of surveys and interviews with participants to gain a perspective of their experiences as they transitioned from a two-year college to a four-year university. The primary research question for this study was What are the experiences and perceptions of A.A.S. degreed community college students transferring to an articulated baccalaureate program at a four-year research-intensive institution? The interviews were taped (with the permission of the participant) and an analysis of the qualitative data were completed through the use of coding, reflexive journal and member checking. Transcribed data were coded into themes, organized and categorized. While the experiences of students transferring from one institution of higher education to another have been researched and discussed in previous literature, there has not been any research into the experiences of students with an Associate of Applied Science. The significance of this study is the examination of those experiences through the lens of the student and the presentation of those findings that community college and university administrators may use to refine transfer processes and procedures at their respective institution to make the transfer more seamless.
Author: Jones, Stephanie J. Publisher: IGI Global ISBN: 1466684828 Category : Education Languages : en Pages : 330
Book Description
In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.
Author: Arthur M. Cohen Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 496
Book Description
This monograph provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges within the past decade. Chapter 1 identifies the social forces that contributed to the development and expansion of community colleges and the continuing changes in institutional purposes. Chapter 2 examines the shifting patterns of student characteristics and goals, the reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and recent moves toward student assessment. Chapter 3 draws on national data to illustrate the differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation, moonlighting, burnout, and job satisfaction. Chapter 4 reviews the changes that have taken place in college management as a result of changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes various funding patterns and their relationship to organizational shifts. Chapter 6 discusses the rise of learning resource centers and the maintenance of stability in instructional forms in spite of the introduction of a host of reproducible instructional media. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education, as it has moved from a peripheral to a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses the controversies surrounding student assessment and placement. Chapter 10 deals with adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends in the liberal arts and general education, highlighting problems and proposing solutions. Chapter 13 addresses the philosophical and practical questions that have been raised about the transfer function and the community college's role in enhancing student progress toward higher degrees. Finally, chapter 14 offers projections based on current trends in student and faculty demographics, college organization, curriculum, instruction, and student services. (JMC)
Author: Thomas R. Bailey Publisher: Harvard University Press ISBN: 0674368282 Category : Education Languages : en Pages : 301
Book Description
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
Author: Carrie B. Kisker Publisher: John Wiley & Sons ISBN: 1394180969 Category : Education Languages : en Pages : 679
Book Description
A comprehensive analysis of community colleges in the United States—updated with the latest research The revised seventh edition of The American Community College is an essential resource for practitioners and graduate students in the field of higher education. This book has been providing up-to-date information and statistics about community colleges for four decades and is a trusted and revered reference. Covering community college students, faculty, curriculum, assessment, finance, governance, and more, this book provide a thorough understanding of the role community colleges play in the American educational system. For educators, policymakers, and philanthropists alike, community colleges are important as the nexus of national efforts to prepare a highly skilled workforce and as the lynchpin of the K-20 education pipeline. This book delivers the facts and context readers need to make informed decisions in the community college space. Written by leading researchers in the field, The American Community College has been thoroughly revised with a greater focus on equity. Further, this edition includes access to online supplemental materials, including end-of-chapter guiding questions and a guide for transitioning from the 6th to the 7th edition. Additional updates include coverage of collaborations with community, economic, and workforce development organizations; a greater focus on entrepreneurship and innovation; recent efforts to improve student persistence and attainment through guided pathways and equity-minded student supports; and the growing emphasis on preparing a skilled workforce via noncredit training, credit for prior learning, micro-credentials, and community college baccalaureate programs. Readers of The American Community College will: Benefit from a comprehensive analysis of the most recent findings and up-to-date information on the American community college. Find completely revised and updated information about recent changes in the community college landscape Obtain current information on student access and outcomes, instruction, student services, and curricular functions Learn from updated tables and graphs that reflect the most current data and incorporate new examples of the services that colleges provide Since it was first published in 1982, The American Community College has become the primary resource that faculty, administrators, trustees, and researchers look to for information on these quintessentially American institutions.
Author: Lauren Schudde Publisher: Harvard Education Press ISBN: 1682539059 Category : Education Languages : en Pages : 86
Book Description
An incisive investigation of the often fraught student-transfer pathways from community colleges to four-year institutions—and a blueprint for process reform
Author: Carrie B. Kisker Publisher: John Wiley & Sons ISBN: 1118682440 Category : Education Languages : en Pages : 136
Book Description
In recent years, a convergence of several forces—increased legislative involvement in higher education, governmental and philanthropic pressure to increase postsecondary degree and certificate production, and fiscal belt-tightening at colleges and universities across America—has resulted in efforts to significantly reform community college-to-university transfer and articulation processes. One increasingly popular method of reform is the implementation of transfer associate degrees: statewide pathways or degree programs that allow students to both earn an associate degree from a community college and transfer seamlessly into a state university with junior status. This volume of New Directions for Community Colleges outlines the elements of effective transfer associate degrees and explores their implementation in six states. This is the 160th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: M. Beth Borst Publisher: Taylor & Francis ISBN: 1040133452 Category : Education Languages : en Pages : 140
Book Description
Combining research with firsthand experience, Community College Is College demystifies–and destigmatizes–the community college sector. This practical and accessible resource presents community colleges as an option where students who have been identified as high achieving can receive an excellent postsecondary education, often in preparation for transfer to a four-year institution or entry into a high-demand career. Covering topics such as the mission of the community college, dual enrollment, tuition and fees, transfer and career opportunities, this book is a must-read for high school counselors, parents, and caregivers committed to providing students with a complete understanding of the higher education educational options available to them.
Author: Jerry Alan Pyka
Author: Jerry Alan Pyka
Author: Jones, Stephanie J.
Author: Arthur M. Cohen
Author: Thomas R. Bailey
Author: Carrie B. Kisker
Author: Lauren Schudde
Author: Carrie B. Kisker
Author: Judy H. Katz
Author: Barbara Jean Bassett
Author: M. Beth Borst