Non-academic Support Math Faculty Members Provide in Developmental Accelerated and Corequisite Support Courses in California Community Colleges PDF Download
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Author: David James Vakil
Publisher:
ISBN:
Category :
Languages : en
Pages : 135
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Book Description
To guide practitioners of rapidly evolving developmental math reform in community colleges, this study surveyed California community college math faculty who taught accelerated developmental courses or corequisite support courses. The survey was conducted during the early implementation phase of both course types, during spring and fall 2018 terms. This study measured faculty's self-reported provision of forms of non-academic support, frequency of implementation, and reasons faculty believed the support would help students succeed. The literature review guided grouping non-academic support into five forms: nurturing, helping students' motivation, providing a growth mindset theory of intelligence, helping provide social integration, and helping to provide sense of belonging in part to assist in combatting stereotype threat. Respondents reported providing all five forms of support, with the most frequent support and the strongest and most varied strategies provided for nurturing scenarios. Respondents provided least frequent and fewest different strategies to support social integration and sense of belonging scenarios. However, overall in open-ended questions, math faculty most strongly foregrounded helping students to get or remain connected to others and to work with peers and college services, so as to not feel alone, which points towards understanding and desiring to provide sense of belonging support. This study suggests that math faculty might benefit from professional development focusing on training to implement brief activities that strengthen students' sense of belonging, including readings about setbacks being common and temporary, remaining resilient, writing about math fears and concerns, and activities to help students find characteristics they share with peers.
Author: David James Vakil
Publisher:
ISBN:
Category :
Languages : en
Pages : 135
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Book Description
To guide practitioners of rapidly evolving developmental math reform in community colleges, this study surveyed California community college math faculty who taught accelerated developmental courses or corequisite support courses. The survey was conducted during the early implementation phase of both course types, during spring and fall 2018 terms. This study measured faculty's self-reported provision of forms of non-academic support, frequency of implementation, and reasons faculty believed the support would help students succeed. The literature review guided grouping non-academic support into five forms: nurturing, helping students' motivation, providing a growth mindset theory of intelligence, helping provide social integration, and helping to provide sense of belonging in part to assist in combatting stereotype threat. Respondents reported providing all five forms of support, with the most frequent support and the strongest and most varied strategies provided for nurturing scenarios. Respondents provided least frequent and fewest different strategies to support social integration and sense of belonging scenarios. However, overall in open-ended questions, math faculty most strongly foregrounded helping students to get or remain connected to others and to work with peers and college services, so as to not feel alone, which points towards understanding and desiring to provide sense of belonging support. This study suggests that math faculty might benefit from professional development focusing on training to implement brief activities that strengthen students' sense of belonging, including readings about setbacks being common and temporary, remaining resilient, writing about math fears and concerns, and activities to help students find characteristics they share with peers.
Author: David Starkey
Publisher: University Press of Colorado
ISBN: 1646424786
Category : Language Arts & Disciplines
Languages : en
Pages : 288
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Book Description
Teaching Accelerated and Corequisite Composition is the first book to compile on-the-ground advice and teaching strategies specifically curated for accelerated and corequisite writing courses. Trailblazers in the field from colleges across the United States—who developed a foundation for corequisites by facilitating equity and accessibility for marginalized students—speak to a range of topics and demographics, offering support for instructors and practical advice for improving student success. The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition. Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
Author: Elizabeth Estrella
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Gloria Crisp
Publisher: Routledge
ISBN: 1000529363
Category : Education
Languages : en
Pages : 257
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Book Description
This groundbreaking resource highlights the unique mission and purpose of bachelor’s degree granting accessible institutions (BAIs), exploring the challenges and opportunities present within these institutions, and offering a counterpoint to the current dialogue that frames these institutions with a deficit-perspective. Featuring a broad range of esteemed and influential voices in the field of higher education, policy research, and administration, this unique collection argues that BAIs are an important but overlooked category of institutions in American post-secondary education, and demonstrates the critical role that BAIs play in the higher education landscape, distinct from traditional community colleges and elite universities. Chapters cover key issues such as educational policy, leadership opportunities, faculty, the role of geography, racial equity, and developmental education. Ultimately, this edited volume challenges damaging assumptions about the organizational nature, purpose, and role of BAIs in shaping educational opportunity for diverse student populations, and therefore contributes valuable scholarship to the ongoing dialogue and debate around achieving equity in higher education access in the United States.
Author: Terry U. O'Banion
Publisher: Rowman & Littlefield
ISBN: 1475844913
Category : Education
Languages : en
Pages : 334
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Book Description
America’s community colleges are experiencing the most creative and substantive period of transformation in their 118-year history. There has never been so much research, so much support from foundations, and so much commitment from national leaders to reimagine community colleges for today and for the future. 13 Ideas that Are Transforming the Community College World, edited by Terry U. O’Banion, is the seminal work that captures the major ideas faced by community college leaders in this period of transformation. The book includes 23 authors representing 12 national organizations, perhaps the most significant and substantive list of individuals ever to participate in an edited book on the community college. Each author is a nationally-recognized authority on his or her chapter, and all have played major roles as leaders of national organizations.
Author: Thomas R. Bailey
Publisher: Harvard University Press
ISBN: 0674368282
Category : Education
Languages : en
Pages : 301
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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:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 252
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Book Description
Author: John Hamman
Publisher:
ISBN:
Category : Corequisite model
Languages : en
Pages : 0
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Book Description
The purpose of this mixed method study is to determine the effectiveness of the corequisite model on collegiate mathematics developmental education. Corequisite models are designed to allow students who place into pre-college level courses to complete the prerequisite material and college-level coursework simultaneously in their first semester. Traditionally, especially at open-access institutions like many of our nation's community colleges, students placed into developmental courses, are often charged full tuition to repeat coursework already completed in high school, wasting both time and money for the student. In this accelerated model, students who need remediation receive "just-in-time" delivery of remedial content, often from the same instructor as the college-level class they are enrolled in. This saves the student from having to face a long sequence of developmental courses and the challenges of re-enrolling in multiple semesters. The primary research question to compare how corequisite students' feelings about the subject matter differ from their peers who took a traditional developmental math sequence and if this approach helps close the achievement gaps between racial groups in mathematics. Developmental classes, which were originally designed to help underprepared students succeed in college, have become a substantial academic and financial barrier for students, especially those from historically underrepresented categories and corequisite course can hopefully fulfill that original purpose with more equitable and favorable results.
Author: Thomas R. Bailey
Publisher: Harvard University Press
ISBN: 0674425952
Category : Education
Languages : en
Pages : 301
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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: Cecilia Le
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).
