ABSTRACTS, WINTER 2001 (Volume 29, no. 3)
- Innovative LInkages: Two Urban Community Colleges and an Elite Private Liberal Arts College
- Morphew and Twombly (pp. 1-21)
- This paper reports on the result of two case studies of innovative transfer agreements between urban community colleges and an elite private women's college. Transfer agreements between Miami-Dade Community College and Smith College as well as Santa Monica College and Smith College are examined to determine the factors that influence their success. The study's findings indicate that the transfer agreements succeed because of the potential for benefits for both campuses; the use of a formal written agreement and the involvement of faculty; and the personal attention paid to transfer students and prospective transfer students at both campuses.
- A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers Versus College Faculty
- Hebert (pp. 22-38)
- Dual enrollment allows students to earn college credit while concurrently enrolled in high school. Transferability of the credit is key concern, as some institutions discriminate between credits earned in courses taught by college faculty and those taught by high school teachers. This study tracked students who enrolled in dual-enrollment mathematics courses during a five-year period at a large, multicampus community college in Florida and found that students who had high school teachers for dual-enrollment mathematics courses earned significantly (p<.01) better grades in subsequent coursework at the state universities than thos taught by college faculty. Discussion of findings is included.
- Concurrent-Use Campuses: Part of the New Definition of Access
- Windham, Perkinds, and Rogers (pp. 39-55)
- As the national and state economies move from the industrial to the information age, the need for individuals with baccalaureates is increasing. Preparation and geographical access to postsecondary education are important components of meeting this need. Concurrent-use facilities address both issues. By having both two-and four-year institutions share a facility, students are able to complete their lower division requirements in a community college setting including any needed remediation. Associate in Arts graduates can then transfer to a university for the final two years without having to change geographical locations. This paper provides information from one state that is using this type of delivery system to enhance access to baccalaureate education.
- What Influences Student Persistence at Two-Year Colleges?
- Cofer and Somers (pp. 56-76)
- The Higher Education
Act of 1992 increased the availability of student loan
funds dramatically. Using the National Student
Postsecondary Aid Study, this study examines the
difference in effects of background, achievement and
aspiration, college experience, price variables, and
accumulated debt in 1993 as compared to 1996 on
student persistence decisions. In contrast with
previous studies using NPSAS:87, the authors find that
there is more financial aid available, albeit in the
form of loans. Current year subsidies are positively
associated with persistence, but the opposite is true
for accumulated debt, except for higher debt levels in
1996. The authors provide context and explanation for
these findings.
ERIC Review: Community College Students: Recent Findings and Trends
Bryant (pp. 77-93)
Recent shifts in student composition have shaped and will shape community college mission and policies. Community college faculty and administrators should be aware of enrollment shifts, changing admissions standards, and fluctuating age, gender composition, and racial and ethnic identies of students. This review of literature discusses these findings as well as student assessment and placement, student success and retention, and postcollege earnings.
Published by the Department of Adult & Higher Education College of Education - NC State University Box 7801, Raleigh, NC 27695