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Search returned 48 results using Keyword: "Community college"



1. Achieving the dream.
Achieving the Dream is a national initiative for community college student success. Its primary focus is to help student groups who have traditionally faced significant barriers, particularly low-income students and students of color, to reach their individual goals of obtaining higher education degrees and better jobs. Emphasizing a data-driven approach, this initiative seeks to motivate institutional change, policy change, public engagement, and knowledge development.
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2. 2012. From goal to reality: 40-40-20: A Report on strategies to meet Oregon's 40-40-20 education goals.
Centering around the goals set by the passage of Oregon Senate Bill 253, this collection outlines actions to take for the state university system to realize it goals of having eighty-percent of its adult residents hold at least an associates degree by 2025.
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3. The National Community College Benchmark Project.
The National Community College Benchmark Project provides community colleges with opportunities to report outcome and effectiveness data in critical performance areas, receive reports of benchmarks, and compare results with those of other colleges.
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4. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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5. AAC&U News. 2011, April. Signature Assignments Become a Signature Practice at Salt Lake Community College.
Signature assignments are defined as "projects that tap into at least two of SLCC’s collegewide learning outcomes, constitute real-world application of knowledge, and include reflection."
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6. Arcario, P., Eynon, B., Klages, M., & Polnariev, B. A. 2013. Closing the loop: How we better serve our students through a comprehensive assessment process.
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually "close the assessment loop." This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
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7. Arnold, J.C. 2001. Student transfer between Oregon community colleges and Oregon University system institutions.
Issues of student transfer are examined in this article.
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8. Bahr, P.R. 2001. Student flow between community colleges: Investigating lateral transfer.
Issues of students who laterally transfer between several postsecondary institutions are examined.
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9. Bailey, T. 2011, April 10. Strategies for accelerating student success: Findings & recommendations from the assessment of the evidence series.
This presentation offers recommendations for community college leaders, "including ideas and examples for practical application from community college presidents and state system leaders."
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10. Banta, T. W. Jan/Feb2012. A surprising reaction.
Abstract: The article focuses on the introduction of the degree qualifications profile (DQP) which was discussed at the opening session of the 2011 Assessment Institute in Indianapolis, Indiana October 30, 2011. Cecilia Lopez, associate vice chancellor for arts and science for the City Colleges of Chicago (CC) suggested to focus on the DQP as a result of watching reactions to it among faculty in her consortium of two-year institutions. Comments from the participants about DQP are provided.
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11. Banta, T.W. (ed.). 2007. Community college assessment: Assessment update collections.
This texts presents examples of good assessment practice among community college facluty and administrators.
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12. Bryant, J. L. 2006. Assessing expectations and perceptions of the campus experience: The Noel-Levitz Student Satisfaction Inventory.
This chapter describes the content and implementation of the Noel-Levitz Student Satisfaction Inventory (SSI) and explains its importance and utility for community colleges.
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13. Carnevale, A., Strohl, J. 2011. Our economically polarized college system: Separate and unequal.
The article presents discussion regarding the socioeconomic divisions present within the higher education system of the United States in the 21st century. The author asserts that nearly 80 percent of low income students attend lower-quality colleges throughout the nation. Discussion is offered criticizing what the author sees as an increasing social polarization and stratification between elite schools and less competitive community colleges. It is suggested that such a divide is contrary and threatening to the American ideal of social and economic freedom. Advice is then given outlining ways in which institutions can help alleviate the problem.
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14. Crosta, P. 2013, June. Intensity and attachment: How the chaotic enrollment patterns of community college students affect educational outcomes.
This study examines the relationship between community college enrollment patterns and two successful student outcomes—credential completion and transfer to a four-year institution.
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15. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
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16. Ewell, P. 2011, July. The new ecology for higher education: Challenges to community college accreditation.
This brief paper examines the nature of these changes and the specific challenges that each poses to established community college accreditation practices. It then goes on to note the kinds of changes in accreditation practices that might be needed to meet these challenges.
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17. Eynon, B., Gambino, L., & Torok, J. 2014. Outcomes assessment and institutional learning.
This page describes the role of ePortfolios in outcomes assessment.
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18. Fain, P. 2012, May 23. Common Sense on Completion.
In an effort to meet the nation's college completion goals, higher education institutions are looking into statewide reverse transfer systems to give "credit when it's due."
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19. Flateby, T. 2010. Improving writing and thinking through assessment.
This book discusses the effective usage of writing and writing assessment as a method to engender and express critical thought in post-secondary institutions.
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20. Flores, S.M. 2006. Benchmarking: An essential tool for assessment, improvement, and accountability.
"This volume provides the reader with an increased understanding of benchmarking in the community college sector through four examples of national benchmarking initiatives designed specifically for two-year institutions; describes how the data from those initiatives are being used for assessment, institutional improvement, planning, management, and decision making; and discusses benchmarking's costs, benefits, and limitations."
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21. Garcia, A. E., & Pacheco, J. M. 1992, March. A student outcomes model for community colleges: Measuring institutional effectiveness.
This paper presented at the 1992 North Central Association of Colleges and Schools commission outlines Santa Fe Community College's Student Outcomes Model. Through a series of ongoing outcomes studies, the SOM seeks to: identify what the college should be teaching, measure the extent to which the college is actually doing so, and collect information to help the college better fulfill its mission.
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22. Gorka, S., Miller, J.R., & Yoas, D.W. 2011. A competency based approach to developing articulation agreements in computing.
In order to increase its enrollment of transfer students from community colleges, this article looks at efforts to create competency based articulation agreements.
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23. Gross, B., & Goldhaber, D. 2009. Community college transfer and articulation policies: Looking beneath the surface.
From abstract: This paper explores " the relative importance of specificpolicy components (such as common course numbering or common general education requirements) on post-secondary outcomes, and how such policies differently impact students with different aspirations or economic and ethnic backgrounds. In addition, we explore how the potential impacts of these policies compare with some institution-level policies such as support for tenured faculty, expenditures for student services, or expenditures for instruction."
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24. Gross, B., & Goldhaber, D. 2009, January 23. State transfer and Articulation Policies: Looking beneath the surface.

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25. Hatch, D. 2012. Unpacking the black box of student engagement: The need for programmatic investigation of high impact practices. .
This article suggests that a more systematic investigation of high-impact practices is needed in order to further our understanding of student engagement within the community college.
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26. Hodara, M., Jaggars, S., Karp, M. 2012, November. Improving developmental education assessment and placement: Lessons from community colleges across the country.
This study examines the challenges of traditional placement processes at several open-access, two-year public colleges. The authors suggests the long-term impacts such practices could have on student success.
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27. Hossler, D., Shapiro, D., Dundar, A., Ziskin, M., Chen, J., Zerquera, D., & Torres, V. . 2012, February. Transfer & Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions.
The report describes the number of students who transferred, the institutional destinations of their transfers, and the timing of the movement. And it counts students uniquely, without duplication even when the same student was enrolled in more than one institution at the same time; including both full- and part-time students of all ages, in all institution types — nearly 2.8 million students.
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28. Hughes, K.L. and Scott-Clayton, J. 2010, August. Assessing development in community colleges: A review of the literature.
This paper presents a literature review on community college assessment policy and argues that remediation policy is incomplete without a thorough understanding of the role of assessment.
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29. Jacobs, B.C., Cutright, M., Niebling, G.F., Simon, J.F., & Marling, J.L. (Eds.). 2010. Exploring promising practices in transfer student services: A Texas initiative.
In this monograph, best practices of transfer success within Texas' postsecondary institutions in the areas of Enrollment Management, Academic Support Services, Student Services, Curricular Education, Collaboration Between (Partnerships), Internal Collaboration, Print Communication, and Web/Multimedia Communication are highlighted.
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30. Jaggars, S. 2013, May 22. Improving developmental education student outcomes.
This presentation provides an overview of current challenges with developmental education, including placement, curriculum and pedagogy, and completion.
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31. Jaggars, S. and Hodara, M. 2011, November. The opposing forces that shape developmental education: assessment, placement, and progression at CUNY community colleges..
This paper discusses some of the challenges of traditional developmental education by using CUNY as a case study.
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32. Kinzie, J., Bers, T., Quinlan, M. K. January 2012. Student learning outcomes assessment at community colleges.
Presentation at Association of American Colleges and Universities (AAC&U) on approaches and uses of assessment.
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33. League for Innovation and Questionmark. 2004. An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness.
This white paper was composed by an advisory team of community college practitioners and assessment experts and provides a framework for assessing student learning. The framework includes: a) assessment vocabulary; b) implementation processes, and 3) methods for data generation and reporting. The goals is to, besides providing this formal structure, to establish a common language so that all the assessment stakeholders could understand each other well when communicating.
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34. Lumina Foundation & NILOA. 2015. General education and/or program development and review.
This brief reports the impact of using the DQP for general education and/or program development and review. The impact of the DQP within the community college is also discussed.
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35. McClenney, K. M., & Marti, C. N. 2006. Exploring relationships between student engagement and student outcomes in community colleges: Report on validation research.
This research documents the validity of the CCSSE through case studies of Florida Community Colleges System, Achieving the Dream, and Hispanic Student Success Consortium Institutions.
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36. McNeice-Stallard, B. E., & Stallard, C. M. 2012. Measuring sustainability of outcomes assessment.
This qualitative study evaluates how well faculty at a two-year community college in the United States used assessment of student learning outcomes (SLOs) for pedagogical/curricular change; how well the “use of results” of 1,200 courses demonstrate, from a qualitative perspective, the engagement of faculty in SLOs; and how well discussions with faculty and managers demonstrate the value of SLOs. The results indicated that some faculty were going to be doing some curricular or pedagogical changes because of the assessment results.
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37. Miller, M., Lincoln, C., Goldberger, S., Kazis, R., & Rothkoph, A. January 2009. Courageous conversations: Achieving the dream and the importance of student success.
This issue of Change Magazine offers a special spotlight on Achieving the Dream with three articles that offer different perspectives examining the successes, challenges, and future of the initiative.
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38. Moore Gardner, M., Kline, K., & Bresciani, M. 2013. Assessing student learning in the community & two year college.
This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.
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39. National Consortium of Interpreter Education Centers. 2010. AA~BA partnerships: Creating new value for interpreter education programs 2010.
Chapter 6, "Double the Value: Dual Enrollment and Degree Partnership Program Model," by Linda Stauffer examines dual enrollment (defined as "students simultaneously attend two colleges or universities, with the intention of graduating from one or the other," p. 77) and the partnerships between these two colleges or universities.
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40. Ohlemacher, J., & Davis, A. May/Jun2012. Community college strategies.
Abstract: The authors discuss the Carroll Community College in Carroll County, Maryland's development of general education learning outcomes fort each of its General Education Learning Goals. These seven goals include communication, critical thinking, information and technology literacy, global awareness, personal development and quantitative and scientific reasoning. The authors cite valuable information in the cumulative and individual learning outcome scores.
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41. Ouimet, J.A. 2003. Assessment measures: Community college strategies: A glimpse of community & technical college students? Perceptions of student engagement.
The article is based on the 2002 CCSSE given to 48 U.S. colleges with 33,000 surveys on community and technical college students' perceptions of student engagement. Students' evaluations of their entire educational experience were: 61% excellent, 25% good, 13% fair, and 1% poor. The most popular goals for which students attended these colleges were to get a certificate or degree or to pursue additional knowledge and skills. The author notes that it is important to examine what students are not doing, as well. At least 30% of students never engaged in the following activities: participated in a community-based project as part of a course; worked with instructors on activities other than the coursework; tutored or taught other students; discussed readings/ideas with instructors outside of class (although they discussed with friends/classmates); worked with classmates outside of class to prepare assignments; used an electronic medium to discuss or complete an assignment; or used e-mail to communicate with an instructor.
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42. Prince, J. F. Mar/Apr2012. Community college strategies.
Abstract: The article discusses the importance of fostering a culture of evidence in community colleges. It describes how the establishment of a culture of inquiry, evidence and accountability through a collaboration with nonprofit organization Achieving the Dream brought positive change and enhanced student success at the College of the Ouachitas in Malvern, Arkansas. For the effective use of data for assessment, it is noted that institutional research and relevant data collection are necessary.
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43. Roueche, J.E. and Roueche, S.D. 1999. High stakes, high performance: Making remedial education work.
This study explores underprepared students and remedial programs in community colleges.
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44. Roueche, J.E., Ely, E.E., and Roueche, S.D. 2001. In pursuit of excellence: The Community College of Denver.
This book reports on how Community College of Denver (CCD) improved student success despite limited resources and outlines CCD's recommendations for other community colleges in regard to faculty, creating models for developmental education, and using available technology to improve student success.
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45. Rutschow, E. Z., & Diamond, J. 2015, April. Laying the Foundations: Early Findings from the New Mathways Project.
This report analyzes the development of the New Mathways Project from spring 2012 through its first year of implementation at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during NMP implementation. The NMP aligns math content to specific fields of study and teaches at an accelerated pace to help students stay on track.
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46. Strother, S., & Sowers, N. 2014, July. Community College Pathways: A Descriptive Report of Summative Assessments and Atudent Learning.
“Carnegie’s Community College Pathways (CCP) offers two pathways that reduce the amount of time required to complete developmental mathematics and earn college-level math credit. The Pathways aim to improve student success while maintaining rigorous content, pedagogy, and learning outcomes.”
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47. Tinberg, H., Killian, D., Duffy, and Mino, J. 2007. The scholarship of teaching and learning at the two-year college: Promise and peril .
The authors propose that two-year college faculty are well-situated to engage in the scholarship of teaching and learning. Aware of the challenges faced by two-year college faculty, they offer three examples of “embedded” research that might help faculty at these institutions solidify their place as scholars.
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48. Van Middlesworth, C. L. 2003. Community college strategies: Assessing learning communities.
Learning communities are clusters of courses that are taught as an integrated unit. "Learning communities present unique challenges to an institution’s assessment program because they do not lend themselves to an off-the-shelf assessment design. Adequate assessment of learning communities requires viewing the initiative through several lenses: instruction; communication; social cohesion or interaction; student and faculty learning; student reflections on their learning; and faculty perceptions of learning activities, support, and instructional atmosphere. Assessing learning communities requires more than using standardized instruments to measure what students know; it also involves developing methodologies to find out how students learn" (p. 12). The case of the Metropolitan Community College District (MCCD). Six quantitative and qualitative methods of learning communities assessment: (1) structured interviews of students and faculty, (2) classroom observation, (3) a student learning survey, (4) embedded
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