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Journal articles on the topic 'Four-year college education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Velez, William, and Rajshekhar G. Javalgi. "Two-Year College to Four-Year College: The Likelihood of Transfer." American Journal of Education 96, no. 1 (November 1987): 81–94. http://dx.doi.org/10.1086/443882.

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2

Sylvia, Christine L., Chunyan Song, and Tony Waters. "Challenges in Calculating Two-Year College Student Transfer Rates to Four-Year Colleges." Community College Journal of Research and Practice 34, no. 7 (May 13, 2010): 561–75. http://dx.doi.org/10.1080/10668921003709101.

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3

Bailey Wilson, Kristin, and Cristi D. Ford. "Moberly Junior College, the four-year junior college." History of Education 45, no. 6 (May 19, 2016): 739–57. http://dx.doi.org/10.1080/0046760x.2016.1181795.

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4

Monk-Turner, Elizabeth. "Economic returns to community and four-year college education." Journal of Socio-Economics 23, no. 4 (December 1994): 441–47. http://dx.doi.org/10.1016/1053-5357(94)90013-2.

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5

Ponticelli, Jan E., and Darlene Russ-Eft. "Community College Students with Disabilities and Transfer to a Four-Year College." Exceptionality 17, no. 3 (July 21, 2009): 164–76. http://dx.doi.org/10.1080/09362830903028473.

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6

Smith, Jonathan, and Kevin Stange. "A New Measure of College Quality to Study the Effects of College Sector and Peers on Degree Attainment." Education Finance and Policy 11, no. 4 (October 2016): 369–403. http://dx.doi.org/10.1162/edfp_a_00209.

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Students starting at a two-year college are much less likely to graduate than similar students who start at a four-year college, but the sources of this attainment gap are largely unexplained. This paper investigates the attainment consequences of sector choice and peer quality among recent high school graduates. Using data on all Preliminary SAT (PSAT) test-takers between 2004 and 2006, we develop a novel measure of peer ability for most two-year and four-year colleges in the United States—the average PSAT of enrolled students. We document substantial variation in this measure of peer quality across two-year colleges and nontrivial overlap between the two-year and four-year sectors. We find that half the gap in bachelor's degree attainment rates across sectors is explained by differences in peers, leaving room for structural barriers to transferring between institutions to also play an important role.

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7

Buttlar, Lois, and Rajinder Garcha. "The Four-Year Liberal Arts College Library:." College & Undergraduate Libraries 2, no. 1 (April 21, 1995): 39–62. http://dx.doi.org/10.1300/j106v02n01_05.

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8

Dougherty, Kevin. "The Community College at the Crossroads: The Need for Structural Reform." Harvard Educational Review 61, no. 3 (September 1, 1991): 311–37. http://dx.doi.org/10.17763/haer.61.3.k764030285230560.

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Community colleges offer many students an alternative route to achieving a baccalaureate degree. In this article, Kevin Dougherty analyzes data on these institutions to see how effective they are in helping students transfer to and succeed in four-year colleges. After controlling for differences in family background, high school record, and educational aspirations of students entering two- and four-year colleges, the author finds that community college entrants receive fewer bachelor's degrees. While finding a strong case for reform, Dougherty argues that present reformers need to keep in mind the comprehensive nature of the community college and be sure that their reform proposals will preserve rather than diminish the services it offers students. Dougherty then discusses two sweeping reforms: transforming community colleges into four-year colleges, and converting them into two-year branches of state universities.

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9

Pierson, Christopher T., Gregory C. Wolniak, Ernest T. Pascarella, and Lamont A. Flowers. "Impacts of Two-Year and Four-Year College Attendance on Learning Orientations." Review of Higher Education 26, no. 3 (2003): 299–321. http://dx.doi.org/10.1353/rhe.2003.0002.

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10

Vaala, Leslie D. "Attending Two-Year College after Attending a Four-Year University in Alberta, Canada." Community College Review 18, no. 4 (April 1991): 13–20. http://dx.doi.org/10.1177/009155219101800404.

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11

Wang, Xueli. "Baccalaureate Attainment and College Persistence of Community College Transfer Students at Four-Year Institutions." Research in Higher Education 50, no. 6 (March 31, 2009): 570–88. http://dx.doi.org/10.1007/s11162-009-9133-z.

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12

Keng, Shao-Hsun, and Ya-Fen Lo. "Does attendance to a four-year academic college versus vocational college affect future wages?" Asia Pacific Education Review 12, no. 1 (September 18, 2010): 117–27. http://dx.doi.org/10.1007/s12564-010-9122-0.

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13

St. John, Edward P., Sandra Andrieu, Jeffrey Oescher, and Johnny B. Starkey. "The influence of student aid on within-year persistence by traditional college-age students in four-year colleges." Research in Higher Education 35, no. 4 (July 1994): 455–80. http://dx.doi.org/10.1007/bf02496383.

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14

Rosinger, Kelly Ochs. "Can Simplifying Financial Aid Offers Impact College Enrollment and Borrowing? Experimental and Quasi-Experimental Evidence." Education Finance and Policy 14, no. 4 (September 2019): 601–26. http://dx.doi.org/10.1162/edfp_a_00260.

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Recent policy and research efforts have focused on simplifying the college-going process, improving transparency around college costs, and helping students make informed decisions. In 2012, the Obama administration released the “shopping sheet,” a standardized financial aid offer that is intended to provide students with simplified information about costs, loan options, and college outcomes. This paper examines the impact of the shopping sheet (adopted by more than 400 four-year colleges in two years) using: (1) administrative data from a field experiment among admitted and already-enrolled students at a public university, and (2) college-level data from a quasi-experiment among four-year colleges. Findings provide some evidence that information in the shopping sheet relating a college's graduation rate to other colleges led to decreased borrowing at colleges with poor graduation outcomes. Additionally, the shopping sheet decreased borrowing at colleges that enroll high shares of students receiving federal student aid and underrepresented minority students. These findings indicate the shopping sheet may be particularly salient to students who traditionally face higher informational barriers during the college-going process.

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15

Lora Leigh Chrystal, Ann Gansemer-Topf, and Frankie Santos Laanan. "Assessing Students' Transition from Community College to a Four-Year Institution." Journal of Assessment and Institutional Effectiveness 3, no. 1 (2013): 1. http://dx.doi.org/10.5325/jasseinsteffe.3.1.0001.

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16

Albers, Donald J. "New Directions in Two-Year College Mathematics." Mathematics Teacher 78, no. 5 (May 1985): 373–75. http://dx.doi.org/10.5951/mt.78.5.0373.

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Twenty-four leaders in American education met at Menlo College in Atherton, California, in July 1984 to discuss the state of mathematics in two-year colleges. At the conference, which was sponsored by the Alfred P. Sloan Foundation, twenty-two papers were presented and discussed.

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17

Rosenbaum, James E., and Janet Rosenbaum. "Beyond BA Blinders: Lessons from Occupational Colleges and Certificate Programs for Nontraditional Students." Journal of Economic Perspectives 27, no. 2 (February 1, 2013): 153–72. http://dx.doi.org/10.1257/jep.27.2.153.

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Postsecondary education mostly focuses on the four-year BA degree. Community colleges are often promoted as the first step toward the ultimate goal of a four-year degree. However, community colleges have extremely poor degree completion rates. There is evidence suggesting better results for their private, two-year counterparts—particularly for certificate completion. We will focus on occupational colleges—private accredited colleges that offer career preparation in occupational fields like health care, business, information technology, and others. These institutions challenge many of our preconceptions about college. They are less wedded to college traditions, which raises some interesting questions: Do private colleges offering certificates or AA degrees use different procedures? Should community colleges consider some of these procedures to reduce student difficulties and improve their completion rates? For many community college students, earning a more likely, quick sub-BA credential—perhaps followed by a four-year degree in the future—will be preferable to the relatively unlikely pathway from a community college program directly to a four-year BA. In sum, this paper suggests that nontraditional colleges and nontraditional credentials (certificates and AA degrees) deserve much closer attention from researchers, policymakers, and students.

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18

Jackson, Jacob, and Michal Kurlaender. "College Readiness and College Completion at Broad Access Four-Year Institutions." American Behavioral Scientist 58, no. 8 (December 13, 2013): 947–71. http://dx.doi.org/10.1177/0002764213515229.

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19

Surette, Brian J. "Transfer from two-year to four-year college: an analysis of gender differences." Economics of Education Review 20, no. 2 (April 2001): 151–63. http://dx.doi.org/10.1016/s0272-7757(00)00013-3.

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20

Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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21

Sullivan, Patrick. "“Democracy’s Unfinished Business”." Pedagogy 21, no. 1 (January 1, 2021): 55–81. http://dx.doi.org/10.1215/15314200-8692632.

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The Truman Commission created the modern community college in 1947 to democratize our system of higher education in America. Before this moment, higher education was thoroughly segregated by race, class, and gender. The modern open-admissions two-year college cannot, therefore, be understood simply as a convenient, low-cost alternative to four-year colleges. It is—by mission and mandate—a social justice institution.

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22

Castleman, Benjamin, and Joshua Goodman. "Intensive College Counseling and the Enrollment and Persistence of Low-Income Students." Education Finance and Policy 13, no. 1 (January 2018): 19–41. http://dx.doi.org/10.1162/edfp_a_00204.

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Though counseling is one commonly pursued intervention to improve college enrollment and completion for disadvantaged students, there is relatively little causal evidence on its efficacy. We use a regression discontinuity design to study the impact of intensive college counseling provided by a Massachusetts program to college-seeking, low-income students that admits applicants partly on the basis of a minimum grade point average requirement. Counseling shifts enrollment toward four-year colleges that are less expensive and have higher graduation rates than alternatives students would otherwise choose. Counseling also improves persistence through at least the second year of college, suggesting a potential to increase the degree completion rates of disadvantaged students.

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23

Maxwell, Sarah P. "Parental and Familial Factors Among Latino/a Youths’ Successful Matriculation into Postsecondary Education." Advances in Social Work 14, no. 1 (September 4, 2013): 125–45. http://dx.doi.org/10.18060/3581.

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Extant research focuses on the “educational attainment gap,” documenting the lack of parity among Latino youth and other high school graduates in college matriculation. This study reversed that question, and asked instead, what factors, and specifically what parental or family-related factors, contribute to Latino/a youth enrolling in four-year post-secondary institutions where future earnings tend to be higher than two-year colleges. Data from the Texas Higher Education Opportunity Project (THEOP, 2004) were analyzed to identify parental contributors to successful matriculation into post-secondary education. Findings indicate that parents attending college was one of the most important indicators of Latino/a enrollment in either a two- or four-year college or university. Also significant, and potentially critical in social welfare policy, was rewarding students for grades. Parents helping with and checking homework were not helpful in youths’ progression to postsecondary education.

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24

Engberg, Mark E., and Aliza J. Gilbert. "The Counseling Opportunity Structure: Examining Correlates of Four-Year College-Going Rates." Research in Higher Education 55, no. 3 (August 18, 2013): 219–44. http://dx.doi.org/10.1007/s11162-013-9309-4.

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25

L Lebron, Jennifer, and Jaime Lester. "No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 147–63. http://dx.doi.org/10.28945/3888.

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Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field.

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26

Eddy, Pamela L., and Tehmina Khwaja. "What Happened to Re-Visioning Community College Leadership? A 25-Year Retrospective." Community College Review 47, no. 1 (January 2019): 53–78. http://dx.doi.org/10.1177/0091552118818742.

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Purpose: This research sought to determine if the gendered discourse on community college leadership has changed since Amey and Twombly published their analysis of community college literature in 1992. Argument: More women now lead 2-year colleges than ever before, and conceptions of leadership have evolved over time; but has the language used to discuss gender and leadership in leading community college journals changed as well? This research entailed a discourse analysis of 148 journal articles published between 1990 and 2015 to identify gendered language in literature focusing on community college leadership. The language used in the scholarly examination of leadership is a reflection of the ground realities of the community college setting and provides insight into the persisting gendered constructions of leadership at 2-year colleges. Conclusion: Four main findings emerged from this research. First, masculine-normed leadership approaches remain unquestioned in the literature. Second, participatory leadership rhetoric emerged as a trend at the turn of the century. Third, women do the bulk of the writing about women leaders. Finally, ideal worker norms still prevail. The roots of authoritative leadership retain a strong hold in community colleges and intentional actions are required to achieve real change in constructions of leadership.

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27

Oseguera, Leticia. "Four and Six-Year Baccalaureate Degree Completion by Institutional Characteristics and Racial/Ethnic Groups." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (May 2005): 19–59. http://dx.doi.org/10.2190/e1tu-aw8j-5fya-glpw.

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This study examined how institutional and environmental attributes of the undergraduate institution facilitate or impede African American, Asian American, Caucasian, and Mexican American students' baccalaureate degree attainment four and six years after college entry. The primary data source for this study was generated from a national survey of 63,640 first-time full-time freshman undergraduates at 303 colleges and universities. Variables that predict uniformly for all four groups include school grades (positive), on campus residence (positive), private control (positive), institutional size (negative), institutional selectivity (positive), and peer socioeconomic level (positive). Once these variables are controlled, standardized test scores add very little to the prediction of degree completion. Consistent with stated hypotheses, all five structural dimensions of the institution—mission, size, quality/selectivity, complexity/diversity, and wealth—affect degree completion.

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28

Ryan, Sarah, and Robert K. Ream. "Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment." American Educational Research Journal 53, no. 4 (July 10, 2016): 953–86. http://dx.doi.org/10.3102/0002831216656395.

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29

T.Pascarella, Ernest, Marcia I. Edison, Amaury Nora, Linda Serra Hagedorn, and Patrick T.Terenzini. "Does Work Inhibit Cognitive Development During College?" Educational Evaluation and Policy Analysis 20, no. 2 (June 1998): 75–93. http://dx.doi.org/10.3102/01623737020002075.

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This longitudinal investigation of 23 colleges and universities sought to estimate the impacts of on- and off-campus work on standardized measures of student cognitive development across three years of college. With controls made for student background characteristics and other experiences of college, there was little evidence to suggest that either form of work inhibited cognitive development in the first year of college. In the second year of college, on-campus work had small negative total and direct influences on science reasoning, but neither form of work inhibited students’ writing skills. Both forms of work had a significant curvilinear relationship with a composite measure of end-of-third-year cognitive development consisting of reading comprehension and critical thinking. Part-time on- or off-campus work had a positive influence, but on-campus work in excess of 15 hours per week or off-campus work in excess of 20 hours per week had a negative impact. Finally, across all years of the study, the cognitive impacts of work appear to be essentially the same, irrespective of student characteristics (e.g., ethnicity, gender, age, precollege ability, full-or part-time enrollment) and whether or not the student attended a two-year or a four-year college.

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30

Boatman, Angela, and Adela Soliz. "Statewide Transfer Policies and Community College Student Success." Education Finance and Policy 13, no. 4 (August 2018): 449–83. http://dx.doi.org/10.1162/edfp_a_00233.

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One way administrators and policy makers have responded to the complexity of the community college transfer process has been to create articulation agreements between two-year and four-year colleges in a state or region. Our study examines the effects of one such statewide articulation and transfer policy, the Ohio transfer module (TM). This agreement is intended to allow individuals who successfully complete the TM at one institution to transfer all of these credits to a receiving institution. We find that students who complete the TM are more likely to transfer to a four-year institution and earn associate's degrees than observationally similar peers who did not complete a TM. We also find suggestive evidence that students who complete the TM are able to bring more credits with them when they transfer. However, students who complete the TM also take slightly longer to complete their bachelor's degrees. Thus, although the TM may improve the probability that students will transfer, it may be inefficient for students, leading them to spend more time enrolled in college. Moreover, because only a small number of students complete the TM, this policy may not be far-reaching enough to dramatically improve Ohio's community college transfer rate.

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31

Lockwood, Pamela, Emily Hunt, Ray Matlack, and Judy Kelley. "From Community College to Four-Year Institution: A Model for Recruitment and Retention." Community College Journal of Research and Practice 37, no. 8 (June 21, 2013): 613–19. http://dx.doi.org/10.1080/10668921003677191.

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32

Strand, Bradford Neil, James Egeberg, and Arupendra Mozumdar. "The Prevalence and Characteristics of Wellness Programs and Centers at Two-Year and Four-Year Colleges and Universities." Recreational Sports Journal 34, no. 1 (April 2010): 45–57. http://dx.doi.org/10.1123/rsj.34.1.45.

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Because the lifestyles of college students can often lead to unhealthy consequences, campus wellness programs can be instrumental in encouraging students to improve their health behaviors. The purpose of this study was to investigate the prevalence and characteristics of campus wellness programs and centers. A web-based survey was developed and emailed to wellness representatives at 241 colleges and universities in the nine states that make up the Central District Association of the American Alliance for Health, Physical Education, Recreation, and Dance (CDA-AAHPERD). Findings indicated that 64.7% of two-year institutions and 78.9% of four-year institutions had a wellness program. In addition, 68.6% of two-year institutions and 84.0% of four-year reported having a wellness center. The type of institution had no significant difference to the prevalence of wellness programs or centers. The prevalence of wellness centers may be increasing on college campuses. Respondents reported that they will be expanding or building new wellness facilities in the next five years. Twenty-seven percent of two-year institutions and 33.3% of four-year institutions will be expanding their wellness centers in the next five years. Building wellness centers also appears to be a development on college campuses as 16.7% of two-year institutions and 22.2% of four-year institutions reported that they have plans for new wellness centers within the next five years. Two-year institutions were compared with four-year institutions concerning the services, associations, and activities provided by wellness programs. Chi-square analysis and Fisher's exact test were performed and found more similarities than differences.

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33

Crosnoe, Robert, Sarah Kendig, and Aprile Benner. "College-going and Trajectories of Drinking from Adolescence into Adulthood." Journal of Health and Social Behavior 58, no. 2 (March 13, 2017): 252–69. http://dx.doi.org/10.1177/0022146517693050.

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To explore an exception to the association between educational attainment and health, this study unpacked variability in the drinking of U.S. college students by applying life course concepts to analyses of the National Longitudinal Study of Adolescent Health (Add Health). Growth curve models showed that youth who graduated from four-year colleges before turning 25 without later reentering higher education had the highest peaks in drinking after adolescence and the shallowest declines into their 30s. Deviations from this pathway in terms of type, timing, and order of college transitions flattened out drinking trajectories from adolescence into adulthood. Expectations that more alignment between precollege and college social contexts (defined by family backgrounds, high school academic performance, and peer norms) would predict the most problematic drinking trajectories among young four-year college-goers were not supported. Instead, youth who appeared headed for the early four-year college pathway but did not make it there had problematic drinking trajectories.

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34

Manrique, Carissa, and Diana Mason. "Symposium Report on Aligning Texas Four-by-Four High School Curricula and First-Year College Courses." Journal of Chemical Education 87, no. 7 (July 2010): 672–74. http://dx.doi.org/10.1021/ed100393x.

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35

Hao, Lingxin, and Dong Zhang. "China’s College Expansion and the Timing of the College-to-Work Transition: A Natural Experiment." ANNALS of the American Academy of Political and Social Science 688, no. 1 (March 2020): 93–114. http://dx.doi.org/10.1177/0002716220906791.

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This article examines the effect of China’s 1999 acceleration of higher education expansion on when college graduates find their first skilled job. We use a natural experiment to test our hypotheses and exploit the unique education and work history data of a nationally representative survey, as well as estimate a causal inference model. We find that the 1999 education expansion caused a delay in the landing of a skilled job among graduates from technical colleges, while graduates from four-year colleges were not affected in job acquisition. We also find that family origins and individual social positions are significant determinants of who entered college both before and after the education expansion. These findings shed new light on the workings of early adulthood and on social inequality in China.

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36

Smart, John C., and Corinna A. Ethington. "Early career outcomes of baccalaureate recipients: A study of native four-year and transfer two-year college students." Research in Higher Education 22, no. 2 (1985): 185–93. http://dx.doi.org/10.1007/bf00974914.

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37

Erwin, Christopher, and Melissa Binder. "Does Broad-Based Merit Aid Improve College Completion? Evidence from New Mexico's Lottery Scholarship." Education Finance and Policy 15, no. 1 (January 2020): 164–90. http://dx.doi.org/10.1162/edfp_a_00270.

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We use the natural experiment of a state lottery scholarship to measure the effect of generous financial aid on graduation rates at New Mexico's flagship public university. During the study period, the scholarship program paid full tuition for eight semesters for any state resident earning a 2.5 grade point average in their first semester at any public two-year or four-year college. We find a significant positive completion effect of 10 percentage points (17.9 percent) for academically well-prepared students that is offset by a large negative effect of 11.6 percentage points (38.8 percent) for less-prepared students. We posit that the scholarship program, which effectively erased the difference in tuition at two- and four-year colleges, may have induced weaker students to take their chances on a more prestigious, yet riskier, academic path.

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38

Wessel, Roger D., and Marybelle C. Keim. "Career Patterns of Private Four-Year College and University Presidents in the United States." Journal of Higher Education 65, no. 2 (March 1994): 211. http://dx.doi.org/10.2307/2943925.

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39

Wessel, Roger D., and Marybelle C. Keim. "Career Patterns of Private Four-Year College and University Presidents in the United States." Journal of Higher Education 65, no. 2 (March 1994): 211–25. http://dx.doi.org/10.1080/00221546.1994.11778491.

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40

Harbin, Carey E. "A Survey of Transfer Students at Four-Year Institutions Serving a California Community College." Community College Review 25, no. 2 (October 1997): 21–40. http://dx.doi.org/10.1177/009155219702500203.

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41

Ishitani, Terry T., and Sean A. McKitrick. "After Transfer: The Engagement of Community College Students at a Four-Year Collegiate Institution." Community College Journal of Research and Practice 34, no. 7 (May 13, 2010): 576–94. http://dx.doi.org/10.1080/10668920701831522.

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42

Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

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43

Abushakrah, Jan, and Michael A. Faber. "INTEREST GROUP SESSION—COMMUNITY COLLEGE: THE ROLE OF COMMUNITY COLLEGES IN WORKFORCE DEVELOPMENT AND TRANSFER WITHIN GERONTOLOGY." Innovation in Aging 3, Supplement_1 (November 2019): S240. http://dx.doi.org/10.1093/geroni/igz038.898.

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Abstract This symposium will highlight how innovative and often non-traditional Community College Gerontology students are motivated to seek career shifts and intentional training and comprehensive education. Understanding and applying this approach allows students to build on their prior skills, especially caregiving experience, to advance to more professional roles in the field of Gerontology. During this symposium we will focus on the Applied Gerontology aspect of Community College programs, including short-term certificates and other approaches related to and informed by the rapidly evolving workforce development in the field of aging. Selected Community College and University representatives, who understand and are leaders in the field of Applied Gerontology, will highlight models of existing Community College and University partnerships/collaboration that work, as well as provide models of other applied approaches. In addition, there will be an opportunity for robust dialog between Community Colleges and four-year Colleges and Universities – both on developing other effective Applied Gerontology approaches, and on creating even better partnerships and collaboration. This symposium will appeal to professionals working in both two and four-year systems of higher education. Colleges and Universities desiring to develop or enhance relationships with area Community Colleges will find this session especially helpful.

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Melguizo, Tatiana, Gregory S. Kienzl, and Mariana Alfonso. "Comparing the Educational Attainment of Community College Transfer Students and Four-Year College Rising Juniors Using Propensity Score Matching Methods." Journal of Higher Education 82, no. 3 (May 2011): 265–91. http://dx.doi.org/10.1080/00221546.2011.11777202.

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Duncan, Doris. "Qualifications of Information Technology College Faculties: The Role of Formal Education and Professional Certification." Journal of Educational Technology Systems 20, no. 2 (December 1991): 115–28. http://dx.doi.org/10.2190/pl4q-81qj-pr8y-ye9c.

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The Institute for Certification of Computer Professionals (ICCP) Education Foundation awarded a grant to the Applied Computer Science Department at Illinois State University to survey the qualifications and certifications held by information technology college faculty. The survey instrument was mailed to a random sample of information technology department chairs at two-year and four-year colleges. The overall response rate was 41 percent. Issues covered include faculty composition and qualifications, ways of certifying information technology faculty, continuing education requirements and recognition of ICCP certification. Survey results show major diversity in faculty composition and qualification requirements.

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Mellard, Daryl F., and Mark Byrne. "Learning Disabilities Referrals, Eligibility Outcomes, and Services in Community Colleges: A Four-Year Summary." Learning Disability Quarterly 16, no. 3 (August 1993): 199–218. http://dx.doi.org/10.2307/1511327.

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This study examined access to LD services in California's 103 community colleges. The data describe the pattern of referrals for LD, eligibility decisions, and students served according to age, ethnic, and gender groupings. Referrals in these settings are self-initiated and decisions on who receives state-supported classes and services are based on a statewide eligibility model. While the nature of students judged eligible and served as LD was similar to the referral patterns, the initial referrals themselves did not reflect the proportional groupings of the colleges' age, gender, and ethnic groups; besides, year-to-year fluctuations were noted. Fewer referrals were observed from some age and ethnic groups; the most notable differences included lower percentages of older students and Asian and Filipino students. These differences may be associated with such factors as the students' goals, self-attributions, and social influences. Of particular interest in future research is examination of influences on students' decisions to seek assistance in the community college setting.

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Conger, Dylan, and Colin C. Chellman. "Undocumented College Students in the United States: In-State Tuition Not Enough to Ensure Four-Year Degree Completion." Education Finance and Policy 8, no. 3 (July 2013): 364–77. http://dx.doi.org/10.1162/edfp_a_00101.

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Using restricted-access data from one of the largest urban public university systems in the United States—where many undocumented students are eligible for in-state tuition—we review the literature on undocumented college students in the United States and provide a comparison of the performance of undocumented students to that of U.S. citizens and other legal migrants. Overall, undocumented students perform well in the short-term, earning higher grades and higher rates of course and associate degree completion than their U.S. citizen counterparts. But undocumented students are less likely to earn their bachelor's degrees within four years. This finding suggests that, despite their earlier college successes and their access to in-state tuition rates, at some point after enrollment, undocumented students experience higher costs to completing their bachelor's degrees than they had anticipated upon enrollment. We offer a number of policy considerations for university officials and policy makers who aim to help undocumented college students succeed in postsecondary institutions.

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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." Journal of Business Theory and Practice 3, no. 2 (October 20, 2015): 140. http://dx.doi.org/10.22158/jbtp.v3n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." World Journal of Educational Research 2, no. 2 (October 21, 2015): 140. http://dx.doi.org/10.22158/wjer.v2n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

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Sansone, Vanessa A., and Jennifer S. Tucker Segura. "Exploring Factors Contributing to College Success among Student Veteran Transfers at a Four-Year University." Review of Higher Education 43, no. 3 (2020): 888–916. http://dx.doi.org/10.1353/rhe.2020.0011.

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