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Author : Deana Lynn Guido
Publisher :
ISBN 13 :
Total Pages : 157 pages
Book Rating : 4.:/5 (19 download)
Download or read book North Carolina Community College Faculty Perceptions of Dual Enrollment Students written by Deana Lynn Guido and published by . This book was released on 2019 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David Lynell Townsend
Publisher :
ISBN 13 :
Total Pages : 319 pages
Book Rating : 4.:/5 (982 download)
Download or read book Gauging North Carolina Community College Faculty Perceptions of Retention Barriers for Developmental English Students in the Post-Redesign Era written by David Lynell Townsend and published by . This book was released on 2017 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Katy Charles
Publisher :
ISBN 13 :
Total Pages : 100 pages
Book Rating : 4.:/5 (13 download)
Download or read book Faculty Perceptions of Dual Enrollment Students' College Readiness written by Katy Charles and published by . This book was released on 2021 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of faculty members who teach courses to high school dual enrollment students. Existing literature on dual enrollment focuses mainly on academic achievement and grade point averages; few studies explore the lived experiences of those who participate in dual enrollment. Although there is limited research on how students perceive their experiences with dual enrollment, a missing piece of the existing literature is in how faculty members perceive their experiences with dual enrollment students. The research questions sought to explore professors' experiences with dual enrollment students, to what extent they believe their students were prepared to perform in a college course, and to what extent they believed their students were prepared to access resources on a college campus. The method included interviewing professors who have taught dual enrollment students in the last 10 years and exploring their experience working with high school students. Interviews were transcribed, codes were applied to the data, and a thematic analysis was conducted to analyze the data. Five themes were discovered as a result of the thematic analysis. Data showed that faculty members perceive that dual enrollment students show regularly improvement, are responsive to feedback, are as prepared or more prepared than their peers who do not participate in dual enrollment, have academic related soft skills that help them succeed, and they are just as resourceful as their peers. Additionally, a common perception among faculty members is that they think dual enrollment students benefit from committed professors. The data suggested from this study has implications for the recruitment of dual enrollment students and the way programs are structured. Additionally, it recommends further research on students' lived experiences of their participation in dual enrollment.
Author : Jason L. Taylor
Publisher : John Wiley & Sons
ISBN 13 : 1119054281
Total Pages : 120 pages
Book Rating : 4.1/5 (19 download)
Download or read book Dual Enrollment Policies, Pathways, and Perspectives written by Jason L. Taylor and published by John Wiley & Sons. This book was released on 2015-02-26 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking to develop new dual enrollment programs or adapt and revamp an existing dual enrollment programs at a community college? This volume addresses the critical issues and topics of dual enrollment practices and policies, including: state policies that regulate dual enrollment practice and the influence of state policy on local practice, the usage of dual enrollment programs as a pathway for different populations of students such as career and technical education students and students historically underrepresented in higher education, and chapters that surface student, faculty, and high school stakeholder perspectives and that examine institutional and partnership performance and quality. This is the 169th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author : Sarah Elizabeth Martin
Publisher :
ISBN 13 :
Total Pages : 204 pages
Book Rating : 4.:/5 (11 download)
Download or read book Part-time Community College Faculty Perceptions of Assessment written by Sarah Elizabeth Martin and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Michelle Donati Yates
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)
Download or read book Exploring Dual Enrollment Faculty Members' Perceptions of Equity written by Michelle Donati Yates and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this collective case study was to discover how dual enrollment faculty members perceive and promote equity within dual enrollment courses taught at three high schools in collaboration with a partnering community college. The theory guiding this study was Argyris and Schön’s theory of organizational learning. Argyris and Schön offer insight into how an organization or individual may claim to promote equity but fail to look internally at the policies and practices that hinder equity. The central question was: How do dual enrollment faculty members define and promote equity within the dual enrollment program? Purposeful, criterion-based sampling was used to select the participants. The criteria included the participant’s role as a dual enrollment faculty member at a chosen high school working in collaboration with a community college. Data included interviews, observations, and documents and were analyzed using value and descriptive coding. Within-case and cross-case analysis was performed. The study revealed several themes: teachers defined equity as a means to promote fairness and attain justice, teachers used a variety of practices to achieve equitable outcomes, teachers believed the community college had no impact on their understanding of equity and equitable practices, and teachers believed the high school had an impact on their understanding of equity and equitable practices.
Author : Audrey Aline Lail
Publisher :
ISBN 13 :
Total Pages : 318 pages
Book Rating : 4.:/5 (698 download)
Download or read book Early Career Faculty Perceptions of Their Teaching Preparedness and Professional Development in the North Carolina Community College System written by Audrey Aline Lail and published by . This book was released on 2005 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Kemah Eugene Paul Washington
Publisher :
ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (719 download)
Download or read book Towards a Deeper Understanding of Community College Part-Time Faculty written by Kemah Eugene Paul Washington and published by . This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Terina Roberson Lathe
Publisher :
ISBN 13 :
Total Pages : 248 pages
Book Rating : 4.:/5 (886 download)
Download or read book Class-Based Frameworks and Assumptions in Community College Faculty Members' Perceptions of Working-Class Students written by Terina Roberson Lathe and published by . This book was released on 2014 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Darcie Tumey
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (91 download)
Download or read book NORTH CAROLINA COMMUNITY COLLEGE SYSTEM AND FACULTY PROFESSIONAL DEVELOPMENT. written by Darcie Tumey and published by . This book was released on 2015 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are composed of full-time faculty and adjunct faculty who serve a diverse student population. As faculty they are expected to remain up-to-date in the best practices of instruction; to be experts in their areas of specialty; and are traditionally non-trained academics. At the same time, regional accrediting agencies have also established accreditation guidelines where faculty are to be qualified; have access to professional development opportunities; and online faculty have access to appropriate training. This study sought to understand full-time and adjunct faculty members0́9 attitudes, skills, and institutional resources towards professional development opportunities available to individuals who teach and develop online courses. This quantitative research employed an Internet-based survey of full-time and adjunct faculty who work on the 58 different North Carolina Community College Systems campuses. The questionnaire consisted of three topics (a) attitudes, (b) skill, and (c) institutional resources. Respondents were asked to rate the importance of each topic along a 5-point Likert scale. The study posed both research questions and hypotheses. Research questions concerning the perceptions of online teaching and course development were answered by computing descriptive statistics for each category. Null hypotheses regarding the perceptions among full-time faculty and adjunct faculty were tested with independent samples t-tests on comparing the importance to online instruction and their self-assessment. Next, paired samples t-tests were used to compare the similarities and differences between the full-time faculty0́9s and adjunct faculty0́9s responses. Results indicated consensus in the perceptions of both full-time faculty and adjunct faculty along the topics of skills and institutional resources with attitudes reflecting one question with non-agreement. A statistically significant difference existed among all three professional development categories in the comparison between importance to online instruction and the self-assessment except for one area: the self-assessment on institutional resources. Results indicated faculty have a growth mindset and are receptive to ongoing professional development opportunities that are related to their interests while efficiently using campus resources.
Author : David Scott Rembiesa
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (126 download)
Download or read book Community College Faculty Experiences with Dual-enrollment Students written by David Scott Rembiesa and published by . This book was released on 2020 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This basic interpretive qualitative study examines the ways in which experienced community college faculty from different disciplines view their pedagogical perspectives after having worked with an increasing number of nontraditional students in their mixed-age college classrooms. Using a semi-structured question technique guided by Robertson's (1999) professor-as-teacher developmental model, the researcher interviewed 20 faculty from a single, associates-degree-granting institution in Michigan. The participants in this study represented 18 different disciplines and all had at least 8 years of teaching experience at the community-college level. During this 8-year period, community college enrollment in Michigan shifted drastically from adult, nontraditional students looking for new career options in the wake of The Great Recession to an enrollment that actively pursues adolescent, dual-enrollment students looking to decrease future higher education costs. After analyzing the codes and themes in the data, this study concluded community college faculty in aliocentric (learner-centered) or systemocentric (teacher/learner-centered) teaching positions, as defined by Robertson (1999), are well suited for teaching dual-enrollment students. This suitability was found to be the case, regardless of discipline or employment status. However, despite this disposition, faculty were worried about the amount of dual enrollment expansion happening in their classrooms. The practical implications of this study are relevant to any teaching and learning initiative focused on strengthening community college faculty's abilities to work with adolescent, dual-enrollment learners.
Author : John Philip McElveen
Publisher :
ISBN 13 :
Total Pages : 160 pages
Book Rating : 4.:/5 (113 download)
Download or read book Perceptions of Higher Education Faculty of the Quality, Benefits, and Consequences of Dual Enrollment Participation written by John Philip McElveen and published by . This book was released on 2019 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this qualitative study, the researcher sought to address a gap in the literature related to identifying and understanding perceptions of collegiate faculty of the quality, benefits, and consequences of dual enrollment participation upon students, their higher educational organization, and their own career paths. Study participants included 36 collegiate faculty and administrators with faculty standing employed full-time by Columbus State University who have taught dual enrollment students in college settings, high school settings, or in both settings. The sequential qualitative design identified perceptions of the participants through application of a survey instrument. The initial phase of data collection was followed by a subsequent phase utilizing a semi-structured focus group identifying agreement and disagreement with the initial phase results and research literature regarding the quality, benefits, and consequences of dual enrollment participation, thus providing deeper understanding of the perceptions of faculty at Columbus State University. Research literature generally suggests many immediate and future benefits to students obtained by participating in dual enrollment but also suggests some level of disagreement between some stakeholders regarding the advantages and disadvantages of dual enrollment. Likewise, the study results indicate faculty at Columbus State University possess positive perceptions of the benefit to students, the institution, and to their own instructional experience, but also possess reservations . Results carry implications for institutions, their students, and their faculty for future implementation, sustainment, and assessment of dual enrollment instruction and partnerships.
Author : Shulanda Stallworth Franks
Publisher :
ISBN 13 :
Total Pages : 134 pages
Book Rating : 4.:/5 (955 download)
Download or read book Dual Enrollment Efficacy on College Readiness as Perceived by High School Dual Enrollment Teachers and Counselors in South Alabama written by Shulanda Stallworth Franks and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of Dual Enrollment (DE) teachers and high school counselors on Dual Enrollment to compare and determine whether there are significant differences between their perceptions of college readiness among Dual Enrollment participants in South Alabama. Data were analyzed and presented based on relevance to effectiveness. This study is relevant because scholars are unclear about the effects of Dual Enrollment on college readiness. This research was designed to close some of the gaps in the literature and help education stakeholders continue developing and promoting effective mechanisms to the Dual Enrollment program. This study examined the high school DE teachers' and high school counselors' perceptions of the efficacy of DE participation on college readiness in a school district in South Alabama. A survey instrument was utilized to understand the perceptions of the South Alabama high school DE teachers and high school counselors toward the efficacy of DE participation on student success in college. Quantitative measures were applied to this study. The findings of this study support other studies conducted in this area. Specifically, Gatlin's Perception study found that the overall Dual Enrollment experience is perceived to be beneficial for many of its participants when they enter college. --Page ii.
Author : Barbara Jean Kelberer
Publisher :
ISBN 13 :
Total Pages : 462 pages
Book Rating : 4.:/5 (319 download)
Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Allison Venuto
Publisher :
ISBN 13 :
Total Pages : 102 pages
Book Rating : 4.:/5 (124 download)
Download or read book Perceptions of Professional Development Needs of Dual Credit Adjunct Faculty Instructors at a Community College in the Southwest United States written by Allison Venuto and published by . This book was released on 2021 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study determined the professional development needs of dual credit adjunct faculty at a large community college in the United States. As institutions of higher education increase their reliance on adjunct faculty due to budget constraints, adjunct faculty members instruct a growing number of students. In tandem with this, more community colleges partner with local school districts to offer dual credit classes so that students can earn high school and college credit at the same time. Previous research denotes that adjunct faculty desire greater connection to and support from their institutions of higher education; however, these institutions do not consistently offer adjunct faculty these opportunities. Leadership at institutions of higher education must solicit the types of professional development desired by dual credit adjunct faculty because of the unique needs of this population of instructors. This qualitative action research case study combined data from a questionnaire, interviews, and document review from dual credit adjunct faculty members. Key findings from the study included needs for professional development related to connecting with colleagues and students as well as technology. Dual credit adjunct faculty express a desire for professional development related to their disciplines, technology, and institutional support. Professors with different years of experience need different types of professional development. Specifically, new instructors need orientation information, professors with some experience need information about student engagement, and experienced instructors want information related to building their careers.
Author : Belisa Smith
Publisher :
ISBN 13 :
Total Pages : 72 pages
Book Rating : 4.:/5 (934 download)
Download or read book Student Perceptions of Dual Enrollment and Dual Credit in a Mississippi Community College written by Belisa Smith and published by . This book was released on 2015 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.
Author : Phillip Michael Hobbs
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (526 download)
Download or read book An Assessment of the Dual Enrollment/Dual Credit Program at Jefferson State Community College in Birmingham, Alabama written by Phillip Michael Hobbs and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship of student participation in Dual Enrollment/Dual Credit and the need of advanced training beyond secondary levels. It examines the demand and need for high school students to participate in collegiate level work while still attending high school. In addition, the study explores instructional site location and articulation of degree progression, as well as other available concurrent enrollment programs. It focuses on administrative support along with the interest of involved stakeholders. This study uses descriptive and inferential statistics for each hypothesis and research question to analysis the Dual Enrollment/Dual Credit program at Jefferson State Community College. Means, standard deviations, ANOVA's, contingency tables, and chi-squared goodness of fit test are used to measure the effects of taking courses while still attending high school Research question and null hypothesis one examination of data is to query if a difference exists in race, gender, and estimated family income based on choice of program participation. The results show that there are significant differences in the dependant variables, participation in the two programs, based on two of the independent variables race and estimated family income. Research questions and null hypotheses two and three were designed to investigate if instructor assignment bias and instructional location had a relation to grade distribution. The main purpose of this study was to statistically analyze the different group's means. Statistically, the dependant variables, grade point averages were found to be comparable between instructional locations but not comparable as a result to instructor assignment. Research questions four and five analyze student and faculty perceptions of experiences in the Dual Enrollment/Dual Credit program over a four year period. Student's overall perceptions of their experiences in Dual Enrollment/Dual Credit for this specific study were very positive. This study shows that most inquiries have more than an eighty percent strongly agree/agree satisfaction rating from students and faculty who participated over the four-year studied co-hort Educational Institutions can benefit from this study by examining the end result of a collaborative partnership and have additional tools to make the appropriate decision to create, continue or suspend these types of programs.
