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Community Colleges (community + college)
Selected AbstractsTHE EARNINGS EFFECT OF EDUCATION AT COMMUNITY COLLEGESCONTEMPORARY ECONOMIC POLICY, Issue 1 2010DAVE E. MARCOTTE In this paper, I make use of data from the 2000 follow-up of the National Education Longitudinal Survey postsecondary education transcript files to extend what is known about the value of education at community colleges. I examine the effects of enrollment in community colleges on students' subsequent earnings. I estimate the effects of credits earned separately from credentials because community colleges are often used as a means for students to engage in study not necessarily leading to a degree or certificate. I find consistent evidence of wage and salary effects of both credits and degrees, especially for women. There is no substantial evidence that enrollment in vocational rather than academic coursework has a particularly beneficial effect, however. (JEL I2, J24) [source] What do you think you're looking at?CRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 2 2007Investigating social cognition in young offenders Aim,This small study was designed to assess the nature and severity of social-cognitive deficits in antisocial adolescents. Method,Thirty-seven boys aged 15,18 from a Young Offenders Institute and Community College participated. They were asked to complete a test of general intellectual ability and self-rating of social competence as well as tasks from the Skuse Schedules for the Assessment of Social Intelligence. Results,Young offenders were poor at recognizing the facial expression of anger, regardless of intellectual ability. They could not accurately identify the direction of another's eye gaze. Their performance on theory of mind tasks, however, was unimpaired. Conclusion,These preliminary findings imply selective impairment in the cognitive appraisal of threat, which may contribute to social maladjustment. Further such study of social cognition among young offenders is indicated. Copyright © 2007 John Wiley & Sons, Ltd. [source] Recruiting and Retaining Students in Family and Consumer Sciences Education: El Puente Para El Futuro (The Bridge to the Future) Mentoring ProjectFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 1 2006Wanda A. Eastman El Puente Para El Futuro (The Bridge to the Future) mentoring project was undertaken to meet the need for family and consumer sciences (FCS) teachers. The centerpiece of the project was one-on-one mentoring relationships between family and consumer sciences education (FCSE) mentor students from New Mexico State University and mentee students from the Education Program at Dona Ana Branch Community College. During fall 2003, the researchers developed curricula, recruitment materials, and assessment instruments. Seven mentor-mentee pairs completed the project during spring 2004. The researchers planned monthly structured events, and each mentor-mentee pair arranged for unstructured events. Valid and reliable cognitive and affective assessments were administered to participants at the beginning and end of the project. Mentees had significant increases in both cognitive and affective mean scores regarding teaching FCS. This mentoring model is recommended to FCSE educators and others working in recruitment settings. [source] Multimedia in the Art Curriculum: Crossing BoundariesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2001Steve Long Art educators, like those in other areas of the curriculum, are under pressure from various directions to use digital technology in the classroom. Whilst some of this pressure is politically motivated I believe there are also what could be described as more legitimate educational reasons for using computers; what is lacking at this stage is a coherent body of knowledge amongst art educators as to what happens when we do use them. This article focuses on a development project which took place last year in a secondary school involving a Year 10 class in the use of multimedia software. The project was collaborative in nature and was carried out by Miles Jefcoate, an art teacher at Beacon Community College in East Sussex, a group of Year 10 students at Beacon and myself as a member of the teaching team on the Art and Design PGCE course at the University of Brighton. Supported by research funding from the University, the school was provided with multimedia software which was installed into its computer network. The design and delivery of the students' project was undertaken by Miles whilst I evaluated the impact of the digital technology on the learning taking place, with an emphasis on how Miles and the students experienced and evaluated their activities. [source] Computer-assisted teaching and assessment of disabled students in higher education: the interface between academic standards and disability rightsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2007O. Konur Abstract, Computer-assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the ,digital divide' between disabled students and their nondisabled peers regarding their participation in computer-assisted courses. However, there has been a long-standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer-assisted courses would undermine academic and professional standards and these laws have resulted in a ,culture of fear' among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer-assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer-assisted courses. [source] Focus on the front door of the collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 144 2008Sanford C. "Sandy" Shugart This chapter describes how Valencia Community College in Florida developed a strategy that would move it from the already much better than average results in student learning, persistence, and success it was achieving toward the quantum level of improvement. [source] Identifying what matters to students: Improving satisfaction and defining priorities at Santa Fe Community CollegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 134 2006Anne M. Kress This chapter describes Santa Fe Community College's use of the Noel-Levitz Student Satisfaction Inventory to guide iterative development of institutional improvements associated with student satisfaction. [source] Institutional issues when distance learning joins the mainstreamNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 128 2004Steven G. Sachs Distance learning began as an institutional innovation, but as the field matures it faces challenges in finding its place in the community college mainstream. This chapter describes the best practices that helped the Extended Learning Institute at Northern Virginia Community College evolve into a mature distance learning program that is successfully integrated into the institution. [source] A New Degree for the Community College: The Associate of Arts in TeachingNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 121 2003Maureen L. McDonough The development of the Associate of Arts in Teaching degree in Maryland represents an outcomes-based, statewide articulation of the two-year degree in elementary education to public and private four-year institutions. [source] Remediation at the Community College: Pressing Issues, Uncertain SolutionsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 117 2002Betsy Oudenhoven Community colleges welcome traditional-age and adult students who are not prepared to do college-level work, but there is a lack of consensus about how they should be assessed, placed, and taught. [source] English as a Second Language at the Community College: An Exploration of Context and ConcernsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 117 2002Amy J. Blumenthal Issues relating to instruction in English as a second language (ESL) in community colleges are the diversity of the student population, the position of ESL programs within institutions, the employment and training of instructors, the newly defined Generation 1.5 population, and financial and funding concerns. [source] Designing an Effective Concurrent Enrollment Program: A Focus on Quality of Instruction and Student OutcomesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 113 2001Margaret Peterson At Salt Lake Community College the concurrent enrollment department has structured a program that provides quality instruction for students by focusing on faculty development, and it creates a healthy partnership between public and higher education institutions. [source] Cascadia Community College: Finding the "Cascadia way"NEW DIRECTIONS FOR HIGHER EDUCATION, Issue 125 2004Victoria Muñoz Richart Few are challenged to create a general education curriculum for a new college, applying best practices while achieving articulation and accreditation of the program. [source] Supplemental instruction at a community college: The four pillarsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 106 2006Joyce Ship Zaritsky This chapter describes how a well-respected peer-led academic support model, Supplemental Instruction (SI), has been successful in improving grades and reducing failure in high-risk courses at LaGuardia Community College since 1993. [source] Focus on Practice: Is the National Literacy Strategy raising the achievement of lower attainers?BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2000Tony Lingard Tony Lingard, Head of Learning Support, Camborne School and Community College, Cornwall, questions whether the National Literacy Strategy is raising the achievement of lower attainers and suggests adaptations, based on his own Literacy Acceleration programme, which he argues could make the Strategy far more effective. [source] A Curriculum-Based Classification System for Community CollegesNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 122 2003Gwyer Schuyler The author proposes and tests a community college classification based on curricular characteristics and their association with institutional characteristics. The analysis seeks readily available data correlates to represent the percentage of a college's course offerings that are in the liberal arts. A simple two-category classification system using total enrollment is ultimately found to be the most accurate. [source] High School, Community Colleges, and Universities: Partners in Teacher Education and National EffortsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 121 2003Fred Gaskin This chapter focuses on the activities and outcomes of the Teacher Education Partnership Commission in Arizona and the efforts of the newly formed National Association of Community College Teacher Education Programs. [source] Community Colleges and the Media: Getting Effective Coverage for Your InstitutionNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 110 2000Tim Thornton This chapter deals with the relationship between community colleges and the media: what journalists expect from community colleges and how community colleges can get more of what they need from journalists. [source] Studying Community Colleges and Their Students: Context and Research IssuesNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 118 2003Jason E. Lane Diversity of mission, student intent, and student demographics should influence state- and institution-level assessment and evaluation of community colleges. [source] Community colleges and adult service learners: Evaluating a first-year program to improve implementationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 118 2008Liz Largent A new service learning program at a community college uses evaluation results to improve the experience for adult students. [source] Historically underserved students: What we know, what we still need to knowNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 135 2006Denise Green Assistant Professor of Educational Psychology Community colleges educate many traditionally underserved students, including students of color, first-generation students, and low-income students. This chapter discusses what we know about these students, how they have fared in college transitions, how educational pipeline and deficit models have helped or hindered their progress, and what community college educators should seek to understand about this diverse population of students. [source] Leading the fundraising effortNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 132 2005G. Jeremiah Ryan Community colleges now depend on fundraising to fill a growing gap between institutional needs and financial support from tuition and government taxes. As a result, fundraising has become a critical component of fiscal leadership. This chapter describes emerging ways in which fundraising is being viewed and organized in the community college. [source] Remediation at the Community College: Pressing Issues, Uncertain SolutionsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 117 2002Betsy Oudenhoven Community colleges welcome traditional-age and adult students who are not prepared to do college-level work, but there is a lack of consensus about how they should be assessed, placed, and taught. [source] Community colleges and their communities: Collaboration for workforce developmentNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 115 2001Margaret Terry Orr Community colleges are forging a wide range of partnerships and collaborations with other community interests and resources to create a variety of vocational education opportunities. Examples are provided to illustrate new directions and innovative practices. Limitations of collaborations are also discussed. [source] Community colleges and adult service learners: Evaluating a first-year program to improve implementationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 118 2008Liz Largent A new service learning program at a community college uses evaluation results to improve the experience for adult students. [source] The classroom is a Sangha: Contemplative education in the community collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 151 2010Robert HaightArticle first published online: 16 SEP 2010 Contemplative education, including meditation, mindfulness, lectio divina, and freewriting, regularly practiced in a classroom where a climate of ahimsa and nonjudgment are defining attitudes, can restore wholeness and foster engagement, imagination, and compassion in both instructors and students. [source] Administrative challenges and rewards of online learning in a rural community college: Reflections of a distance learning administratorNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 150 2010Gwladys A. Austin Development of online learning courses and programs in colleges and universities has changed the teaching and learning environment and many institutional processes and systems over the past decade. This chapter describes the changes, challenges, and rewards of developing an online learning program by a small rural community college in central Michigan. [source] Ethical dimensions of the open-door admissions policyNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 148 2009William G. Ingram Ethical dilemmas at the community college often pose a choice between options equally grounded in the core values of the institution. These dilemmas often emerge from disputes that are complex, dynamic, and politically volatile. We review the development of one such dispute to show how our understanding of institutional core values is often only clarified through reflection and consultation with appropriate advisors, authorities, and constituencies. [source] Technological change, globalization, and the community collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 146 2009Richard M. Romano Globalization and technological change will continue to eliminate some jobs and create others, generating a need for skilled, flexible workers with a global perspective. [source] Masculinities go to community college: Understanding male identity socialization and gender role conflictNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 142 2008Frank Harris III Previous research has neglected to explore identities and development among male students at community colleges. This chapter provides some insight into who these men are, their precollege gender socialization experiences, and conflicts that impede the development of productive masculinities. [source] | ||||||||||||||||