Browsing by Subject "community college"
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Item Math Readiness of Incoming Students at Normandale Community College(2010-10-27) Wahlstrom, Kyla; Peterson, Kristin; Angermeyr, James; Biel, Shirley; Gust, Linda; Guelich, JulieMore than 70% of students who enrolled at Normandale Community College in 2009 tested into a remedial level math class. The high percentage of students testing into developmental math is a concern for several reasons. Because students must complete these remedial classes before continuing on with other degree program courses, it prolongs their degree program. It is also an additional cost to students as they must pay for these remedial courses like any other program course. Finally, according to Normandale Community College staff, 50% of the teaching being conducted in the math department at the college is currently focused on developmental mathematics. The staff time and resources spent on planning, preparing, and teaching remedial math courses could be redirected to college level courses or electives if the percentage of students needing remedial instruction decreased. The purpose of this study was to analyze student data to better understand the contributing factors to the high percentage of incoming students testing into remedial level math courses. CAREI researchers found statistically significant correlations between high school performance and MCA II test results, as well as with ACCUPLACER scores. Not surprisingly, the last course taken and the year it was taken are important factors. Full details are available in the report.Item Supplemental Instruction: Supporting the classroom experience(National Resource Center for the First Year Experience and Students in Transition, 1996) Martin, Deanna C; Blanc, Robert; Arendale, David R.In 1983, the Department of Education certified SI as a model retention program that the Department recommended for replication. Underlying that decision were data that demonstrated to the satisfaction of the panel that SI was successful in retaining students and could be transported to other venues where similar success might ensue. A decade of data collection has demonstrated the correctness of the panel's decision. Although much attention has focused on the effectiveness of SI in the four-year tertiary institutions, careful analysis of data suggests that the model has been similarly effective in the two-year tertiary institutions. The reasons for the effectiveness of SI remain somewhat elusive. Achievement data support the inference that SI contributes to higher levels of student achievement and, therefore, to increased rates of persistence. As much as the difficulty of the curriculum inhibits student success, SI serves as an effective counter. Both subjective evaluations by SI supervisors and anecdotal evidence from participants bolster claims that SI counters the isolation that leads to a substantial number of voluntary withdrawals from tertiary institutions. A specific goal of SI programs, although not readily quantifiable, is the reduction of the level of perceived incongruence between institutions and individuals. Effective mentorship, a key component of the SI program, stands against abandonment of the pursuit of higher education by students who incorrectly assess the nature of the institution. To this extent, SI stands in the mainstream of curricular responses to Professor Tinto and other students of the problem of inappropriate student departure from the two-year tertiary institutions. Further support for the SI program derives from what has been called the unintended, salutary side effects of the adoption of the model. Across a broad field, practitioners have noted that SI contributes significantly to the career awareness and professional development of SI leaders. Institutional leaders have noted the faculty development aspect of the SI program. And, in a time of scarce economic resources, the cost-effectiveness of the SI model emerges as a strong argument for its implementation. In recent years, with heightened institutional awareness of the transitional risks that endanger first-year students in tertiary education, Tinto's research has become central to retention programs. The Freshman Year Experience has developed in the milieu of declining pools of potential students. Once the tertiary institutions have exhausted the declining clientele, they need to look to retain rather than to replace students who might depart the institution. SI offers a strong component to the choice of strategies the institutions can bring to bear on the problem.Item What's Happening with Internationalization at Community Colleges? : Community College Presidents' Perceptions of Internationalization Actions, the Desirability and Feasibility of Internationalization Actions, and the Importance of Internationalization(2017-05) Bissonette, BonitaInternationalization of higher education is critical for United States’ citizens to be globally competent and economically competitive. With nearly 50 percent of U.S. higher education students currently enrolled at community colleges, the topic of internationalization actions at community colleges is an important one. This study examines internationalization actions taken at U.S. public community colleges, the college presidents’ perceptions of actions not yet taken as desirable or feasible, and presidents’ assessments of the importance of internationalization. Responses to a web-based survey sent to 887 presidents of public community colleges in February 2016 reveal certain personal and institutional characteristics that are significantly related to internationalization actions at community colleges. These include years as a president at any institution, number of foreign languages spoken, and number of professional international trips taken, as well as the geographic setting of the institution. These findings will be useful for understanding opportunities for and challenges to internationalization at community colleges.