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Author: Erika Glaser
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Book Description
In order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by implementing college-wide strategies inside and outside the classroom to help underprepared students succeed. Since community colleges offer educational opportunities to anyone seeking to further their education, and hence serve the majority of underprepared college students, it is difficult to overstate the importance of assessing and strengthening the quality of educational practices for developmental students at these institutions. Assessing the extent to which underprepared college students are actively engaged in meaningful educational experiences, and the relationship between engagement and student outcomes, will help college leaders and policymakers implement research proven engagement strategies to help a population of students that has been historically underserved attain academic success and reap the societal and economic benefits of higher education. Relationships between engagement and three critical outcomes for underprepared college students were investigated: developmental sequence completion, subsequent college-level course performance, and attainment. Similar to studies conducted on the four-year sector, the present study found similar effects of engagement on developmental students attending community colleges. While generally having a positive effect on outcomes, engagement has been proven to have compensatory effects for students which have been typically underserved including minority, nontraditional age, and first-generation students. The present study found that the impact of engagement varies according to student characteristics and level of developmental course need and subject area. Further, the study suggests that certain types of engagement can have greater influence on students which characteristically are least likely to earn a college degree.
Author: Erika Glaser
Publisher:
ISBN:
Category :
Languages : en
Pages : 300
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Book Description
In order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by implementing college-wide strategies inside and outside the classroom to help underprepared students succeed. Since community colleges offer educational opportunities to anyone seeking to further their education, and hence serve the majority of underprepared college students, it is difficult to overstate the importance of assessing and strengthening the quality of educational practices for developmental students at these institutions. Assessing the extent to which underprepared college students are actively engaged in meaningful educational experiences, and the relationship between engagement and student outcomes, will help college leaders and policymakers implement research proven engagement strategies to help a population of students that has been historically underserved attain academic success and reap the societal and economic benefits of higher education. Relationships between engagement and three critical outcomes for underprepared college students were investigated: developmental sequence completion, subsequent college-level course performance, and attainment. Similar to studies conducted on the four-year sector, the present study found similar effects of engagement on developmental students attending community colleges. While generally having a positive effect on outcomes, engagement has been proven to have compensatory effects for students which have been typically underserved including minority, nontraditional age, and first-generation students. The present study found that the impact of engagement varies according to student characteristics and level of developmental course need and subject area. Further, the study suggests that certain types of engagement can have greater influence on students which characteristically are least likely to earn a college degree.
Author: Kathleen F. Gabriel
Publisher: Taylor & Francis
ISBN: 1000980359
Category : Education
Languages : en
Pages : 91
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Book Description
As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education—not just more students with learning disabilities (whose numbers have more than tripled), but students (with and without special admission status) who are academically at-risk because of inadequate reading, writing and study skills. This book provides professors and their graduate teaching assistants—those at the front line of interactions with students—with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies.The author shares proven practices that will not only engage all students in a class, but also create the conditions—while maintaining high standards and high expectations—to enable at-risk and under-prepared students to develop academically and graduate with good grades. The author also explains how to work effectively with academic support units on campus. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of “universal design” strategies.The ideas presented here—that the author has successfully employed over many years—can be easily integrated into any class.
Author: Deborah J. Boroch
Publisher: John Wiley & Sons
ISBN: 0470606614
Category : Education
Languages : en
Pages : 198
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Book Description
Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students." K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal." Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems." W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley
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: Kathryn Claire King
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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Book Description
Author: Denise Pope
Publisher: John Wiley & Sons
ISBN: 1119022444
Category : Education
Languages : en
Pages : 262
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Book Description
Praise for Overloaded and Underprepared “Parents, teachers, and administrators are all concerned that America’s kids are stressed out, checked out, or both—but many have no idea where to begin when it comes to solving the problem. That’s why the work of Challenge Success is so urgent. It has created a model for creating change in our schools that is based on research and solid foundational principles like communication, creativity, and compassion. If your community wants to build better schools and a brighter future, this book is the place to start.” —Daniel H. Pink, author of Drive and A Whole New Mind “Challenge Success synthesizes the research on effective school practices and offers concrete tools and strategies that educators and parents can use immediately to make a difference in their communities. By focusing on the day-to-day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “Finally, a book about education and student well-being that is both research-based and eminently readable. With all the worry about student stress and academic engagement, Pope, Brown and Miles gently remind us that there is much we already know about how to create better schools and healthier kids. Citing evidence-based ‘best practices’ gleaned from years of work with schools across the country, they show us what is not working, but more importantly, what we need to do to fix things. Filled with practical suggestions and exercises that can be implemented easily, as well as advice on how to approach long-term change, Overloaded and Underprepared is a clear and compelling roadmap for teachers, school administrators and parents who believe that we owe our children a better education.” —Madeline Levine, co-founder Challenge Success; author of The Price of Privilege and Teach Your Children Well “This new book from the leaders behind Challenge Success provides a thorough and balanced exploration of the structural challenges facing students, parents, educators, and administrators in our primary and secondary schools today. The authors’ unique approach of sharing proven strategies that enable students to thrive, while recognizing that the most effective solutions are tailored on a school-by-school basis, makes for a valuable handbook for anyone seeking to better understand the many complex dimensions at work in a successful learning environment.” —John J. DeGioia, President of Georgetown University
Author: Robert H. McCabe
Publisher: Rowman & Littlefield Publishers
ISBN: 9781931300346
Category : Community colleges
Languages : en
Pages : 0
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Book Description
Champion the mission of developmental education and support the effort to advocate for the underprepared with the unflinching Robert McCabe, author of No One to Waste. This is your opportunity to capitalize on today's high level of interest in developmental education among public decision makers and community college leaders with the guidance of McCabe's Yes We Can! Enlightenment and program enrichment comes from in-depth discussions of learning and curricula, technology, placement and assessment, and English as a second language, as well as close-ups of effective community college programs and practices.League for Innovation in the Community College and AACC
Author: Community College Survey of Student Engagement (CCSSE)
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
Each year, the Community College Survey of Student Engagement ("CCSSE") presents the results of its annual survey. These results give community colleges objective and relevant data about students' experiences at their colleges so they can better understand how effectively they are engaging their students and identify areas for improvement. This year 2005, the "CCSSE" report also includes results of the first administration of the Community College Faculty Survey of Student Engagement ("CCFSSE"), which provides insights into faculty perceptions and practices. Because many items on "CCSSE" and "CCFSSE" are aligned, the report includes side-by-side views of faculty members' and students' responses. This year's "CCSSE" report gives a voice to community college students, particularly those who have to overcome the greatest odds to complete their education. There are consistent, unacceptable gaps between outcomes for high-risk students and their peers. To better understand these gaps--and, even more important, to give colleges tools to address them--"CCSSE" has looked at findings for academically underprepared students, students of color, first-generation students, nontraditional college-age learners, and part-time students. The 2005 "CCSSE" data show that when there are differences in engagement between low- and high-risk students, the students typically described as high-risk--including academically underprepared students, students of color, first-generation students, and nontraditional-age learners--are more engaged in their college experience than their peers. For example, they are less likely to come to class unprepared, they interact more frequently with instructors outside the classroom, and they use support services more often. On the other hand, many of these students have lower aspirations and--especially in the case of academically underprepared students, students of color, and low-income students--show less successful outcomes in terms of lower grades and lower persistence rates. In other words, they are working harder, but achieving lower results. The inescapable conclusion from the data, however, is that where there are differences in engagement levels between low- and high-risk students, the community college students individuals normally describe as high-risk generally are more engaged than their peers. This point has significant implications for community colleges and their students. These results provide insight into how community colleges can help more students--high-risk, low-risk, and everyone in between--stick with their studies until they achieve their educational goals. [Funding for this paper was also provided by the Pew Forum on Undergraduate Learning. For "Engaging Students, Challenging the Odds. 2005 Findings. Executive Summary," see ED529082.].
Author: Rebecca D. Cox
Publisher: Harvard University Press
ISBN: 0674053664
Category : Education
Languages : en
Pages : 209
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Book Description
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree. But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance. Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all. Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
Author: Vanessa Smith Morest
Publisher: Rowman & Littlefield Publishers
ISBN: 1442214821
Category : Education
Languages : en
Pages : 131
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Book Description
Student Success: From Board Rooms to Classrooms analyzes the emerging body of scholarly research on student success in an accessible and readable way that community college leaders will find both interesting and relevant. To further illustrate the connections between research and practice, case studies are drawn from community colleges that are engaging in reform. Morest offers a three-pronged approach for community college leaders seeking to improve the success of their students. First, community college leaders need to look around at the technological transformation that has occurred in other service sectors and import some of these ideas to student services. Second, community college leaders need to explicitly socialize their students to become college students and to bond with their community college. Finally, improving the quality of teaching is particularly important with regard to developmental education, where students are attempting to master material that they have ostensibly been taught in the past.
