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ABSTRACTS, FALL 2001 (Volume 29, no. 2)

A Lesson from the British Polytechnics for American Community Colleges

Ward (pp. 1-17)

Even though the antecedents of American higher education can be traced to the ancient universities of England, the American system has moved beyond the original model. Community colleges, although a unique American invention, can still learn from what is happening in modern-day Britain. The conversion of the British polytechnics into universities is parallel to the move by some community colleges to offer a workforce bachelor's degree. Based on the British experience, community colleges would do well to remain within their well-defined, universally understood parameters, rather than becoming hybrid institutions.

Opening the Door to the Baccalaureate Degree

Walker (pp. 18-28)

Community colleges have made their mark by providing high-quality, open access to higher education. This democratization of learning has resulted in the development of nearly 1,200 community and technical colleges across the United States. During the 100 years since the first public junior college was founded, the broader community college mission has expanded from a singular focus on university transfer to include technical and vocational education, adult education, workforce development, and remedial education. In the new century, the demand for even greater access to education has become critical. Once again, community colleges are being asked to step forward and provide the skilled workforce to keep the nation competitive in a global economy. Community collges are uniquely qualified to meet this challenge of educating a wide population to the level required for entry into the skilled workforce. While the inate principles of the community college will remain intact, the mission should expand to offer the baccalaureate degree to more students, at convenient locations, in a more student-centered learning environment, and at a greatly reduced cost.

Redefining the Community College Transfer Mission

Townsend (pp. 29-42)

Current patterns of student transfer from and to the community college need to be considered in examining the community college transfer mission. These patterns demonstrate that two sets of students--those who begin their postsecondary education by enrolling at community colleges and those who begin at four-year colleges--take community college courses in their desire to attain the baccalaureate. When these transfer patterns are examined for their effect upon baccalaureate attainment, it can be demonstrated that they help both sets of students save on college costs, and they speed up time-to-degree for four-year students. The effect upon the quality of education attained is less clear. Given the reality of these transfer patterns, the community college transfer mission needs to be redefined as facilitating baccalaureate degree attainment for college students in general, not just for students who begin their undergraduate education in the two-year college

.

Undocumented and Documented International Students: A Comparative Study of Their Academic Performance

Bygrave Dozier (pp. 43-53)

Researchers on international students focus on F1s, or documented students. These students are characterized as high achievers with excellent academic skills. One group of international students, the undocumented, may not be faring as well academically. To determine if this is true, the college records of 246 undocumented and 294 documented community college students were compared. The undocumented students did better on reading and writing placement tests but poorer on a mathematics placement test. Nevertheless, comparison of grade point averages and academic probations and dismissals showed the documented outperforming the undocumented students. Implications for programming for both groups are discussed.

Students' Perceptions of Constructivist Learning in a Community College American History II Survey Course

Maypole and Davies (pp. 54-79)

In constructivist teaching all learning is filtered through the learner's lens of reality. This qualitative study explored community college students' perceptions of constructivism applied in an American History II survey course. Participants were students enrolled in said course at a Colorado community college. The data for analysis came from student interviews. Students described experiences consistent with a constructivist classroom: they thought more critically and independently; they developed cognitively and affectively; and they enjoyed the learning process. One implication of this study was that applied constructivism may result in a more holistic approach to teaching and learning.

ERIC Review: Integrating Academic and Occupational Instruction

Prentice (pp. 80-93)

"New vocationalism," the concept of integrating occupational and academic courses in order to enrich both liberal arts and vocational programs, attracted a great deal of attention during the 1990s. However, a number of barriers, such as faculty resistance and a lack of institutional resources, have prevented widespread implementation. This article describes several case studies and pilot projects underway at community colleges and discusses the obstacles to implementation as well as proven strategies.

Published by the Department of Adult & Higher Education

College of Education - NC State University

Box 7801, Raleigh, NC 27695

919.515.6248 PHONE - 919.515.4039 FAX



ABSTRACTS, FALL 2001 (Volume 29, no. 2) A Lesson from the British Polytechnics for American Community Colleges Ward (pp. 1-17) Even though the antecedents of American higher education can be traced to the ancient universities of England, the American system has moved beyond the original model. Community colleges, although a unique American invention, can still learn from what is happening in modern-day Britain. The conversion of the British polytechnics into universities is parallel to the move by some community colleges to offer a workforce bachelor's degree. Based on the British experience, community colleges would do well to remain within their well-defined, universally understood parameters, rather than becoming hybrid institutions. Opening the Door to the Baccalaureate Degree Walker (pp. 18-28) Community colleges have made their mark by providing high-quality, open access to higher education. This democratization of learning has resulted in the development of nearly 1,200 community and technical colleges across the United States. During the 100 years since the first public junior college was founded, the broader community college mission has expanded from a singular focus on university transfer to include technical and vocational education, adult education, workforce development, and remedial education. In the new century, the demand for even greater access to education has become critical. Once again, community colleges are being asked to step forward and provide the skilled workforce to keep the nation competitive in a global economy. Community collges are uniquely qualified to meet this challenge of educating a wide population to the level required for entry into the skilled workforce. While the inate principles of the community college will remain intact, the mission should expand to offer the baccalaureate degree to more students, at convenient locations, in a more student-centered learning environment, and at a greatly reduced cost. Redefining the Community College Transfer Mission Townsend (pp. 29-42) Current patterns of student transfer from and to the community college need to be considered in examining the community college transfer mission. These patterns demonstrate that two sets of students--those who begin their postsecondary education by enrolling at community colleges and those who begin at four-year colleges--take community college courses in their desire to attain the baccalaureate. When these transfer patterns are examined for their effect upon baccalaureate attainment, it can be demonstrated that they help both sets of students save on college costs, and they speed up time-to-degree for four-year students. The effect upon the quality of education attained is less clear. Given the reality of these transfer patterns, the community college transfer mission needs to be redefined as facilitating baccalaureate degree attainment for college students in general, not just for students who begin their undergraduate education in the two-year college . Undocumented and Documented International Students: A Comparative Study of Their Academic Performance Bygrave Dozier (pp. 43-53) Researchers on international students focus on F1s, or documented students. These students are characterized as high achievers with excellent academic skills. One group of international students, the undocumented, may not be faring as well academically. To determine if this is true, the college records of 246 undocumented and 294 documented community college students were compared. The undocumented students did better on reading and writing placement tests but poorer on a mathematics placement test. Nevertheless, comparison of grade point averages and academic probations and dismissals showed the documented outperforming the undocumented students. Implications for programming for both groups are discussed. Students' Perceptions of Constructivist Learning in a Community College American History II Survey Course Maypole and Davies (pp. 54-79) In constructivist teaching all learning is filtered through the learner's lens of reality. This qualitative study explored community college students' perceptions of constructivism applied in an American History II survey course. Participants were students enrolled in said course at a Colorado community college. The data for analysis came from student interviews. Students described experiences consistent with a constructivist classroom: they thought more critically and independently; they developed cognitively and affectively; and they enjoyed the learning process. One implication of this study was that applied constructivism may result in a more holistic approach to teaching and learning. ERIC Review: Integrating Academic and Occupational Instruction Prentice (pp. 80-93) "New vocationalism," the concept of integrating occupational and academic courses in order to enrich both liberal arts and vocational programs, attracted a great deal of attention during the 1990s. However, a number of barriers, such as faculty resistance and a lack of institutional resources, have prevented widespread implementation. This article describes several case studies and pilot projects underway at community colleges and discusses the obstacles to implementation as well as proven strategies.

Published by the Department of Adult & Higher Education College of Education - NC State University Box 7801, Raleigh, NC 27695 919.515.6248 PHONE - 919.515.4039 FAX