Готові списки джерел за темами / Community and college

Добірка наукової літератури з теми "Community and college"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Community and college"

1

Lake, Silverius CJM. "Alternatif Pengembangan Pendidikan Berdasarkan “Nilai” Kebutuhan Khusus." Humaniora 6, no. 1 (January 30, 2015): 86. http://dx.doi.org/10.21512/humaniora.v6i1.3301.

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The Community College is a kind of higher education. It focuses on diploma degree (the Two Year College). The objectives of Community College are to educate and to train students for getting working skills for jobs. The Community College has competencies that are suitable with the working area and the local needs. To run the Community College goodly and truly, values is needed. Those values influence the mission of Community College. The question was why Indonesian Higher Education accepts the Community College as a model of higher education. The problem was related to some models of higher education that do not fulfill the demands of companies yet. Therefore the Community College becomes a choice to answer the demands of industries and etrepreneurship. The right references to learn about Community College are American Community Colleges such as Highline Community College (Seattle, WA) and Kapi’olani Community Collere (Honolulu, HI). Each of those Community Colleges has the best program for example Highline Community College in Business Management, then Kapi’olani Community College in Culinary Arts. This article used descriptive and argumentative method to show the importance of Commuity College in Indonesia.
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Crawford, Corinne, and Angela Jervis. "Community Colleges Today." Contemporary Issues in Education Research (CIER) 4, no. 8 (September 21, 2011): 29. http://dx.doi.org/10.19030/cier.v4i8.5884.

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Dr. Jill Biden, Vice President Joe Bidens wife, has been teaching in community colleges for the past 18 years. Dr. Biden believes that community colleges are uniquely American institutions where anyone who walks through the door is one step closer to realizing the American dream. This is an inspiring sentiment. However, of all the first time college students who enrolled in community college in 2003-2004, fewer than 36% earned a post-secondary credential within six years. In light of the low completion rate, one has to question whether community colleges are fulfilling their promise. In this article we will look at the recent demographics of community colleges, compare the role of community colleges to that of proprietary colleges in post secondary education and discuss promising research initiatives aimed at improving the community college system.
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Banks, Debra. "Community college strategies: Virginia community college system." Assessment Update 8, no. 2 (March 1996): 8. http://dx.doi.org/10.1002/au.3650080206.

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Clagett, Craig A. "Community college strategies: An outcomes typology for community colleges." Assessment Update 7, no. 4 (July 1995): 10–11. http://dx.doi.org/10.1002/au.3650070409.

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5

Wang, Wei-ni. "UCLA Community College Review: Community Education in the Community College." Community College Review 32, no. 3 (December 2004): 43–56. http://dx.doi.org/10.1177/009155210403200304.

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Tang, Cara. "COMMUNITY COLLEGE CORNERServing & supporting community college educators." ACM Inroads 7, no. 3 (August 17, 2016): 18–19. http://dx.doi.org/10.1145/2972955.

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7

Lin, Zelong. "“Internet + Community”." Advances in Social Sciences Research Journal 6, no. 9 (October 8, 2019): 379–85. http://dx.doi.org/10.14738/assrj.69.7141.

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After the implementation of complete credit system, colleges gradually lead the class students to individualization, which is consistent with the characteristics of individualization in the Internet age. And the trend of “Internet community” constructed by Internet, from the earlier micro-blog to the current WeChat group or Moments, also provides us with new ideas on how to carry out values education for "individualized" college students under the complete credit system. The promotion of complete credit system in colleges and the trend of the "Internet community" enable colleges to effectively carry out values education of college students through a new way. Hence, colleges should, on one hand, pay more attention to the implicit education, understand and master the dissemination rules of the network platform, as well as utilize the new carrier of values education innovatively. On the other hand, colleges are also encouraged to construct the "Internet community" type education mode from the three dimensions of perfecting the community structure, adjusting the group mentality and emphasizing the guidance of public opinion.
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8

Reed, Jared, and Janice Friedel. "Community Leaders' Perceptions of the Small, Rural Community College Contributing to Quality of life in a Rural Community." Theory & Practice in Rural Education 12, no. 1 (June 21, 2022): 65–82. http://dx.doi.org/10.3776/tpre.2022.v12n1p65-82.

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This phenomenological study investigated community leaders’ perceptions of the small, rural community college contributing to quality of life. Guided by the Community Capitals Framework (Flora & Flora, 2013), six focus group interviews were conducted across three communities in the Midwest that included 39 participants selected through key informant sampling. The study found that community leaders perceive the small rural community college contributing to quality of life through three major themes: a) providing access and opportunity, b) economic and workforce development, and c) partnerships. Findings suggest that small, rural community colleges contribute to quality of life by increasing human and social capital through the themes. Implications for practice include increasing student support services resources at community colleges, increasing service learning through partnerships, and developing a framework for self-assessment to further develop the small, rural community college understanding of its impact on developing human capital and social capitals.
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9

Mandal, Ram Babu. "Public Participation in Governance of Community College." Academic Voices: A Multidisciplinary Journal 6 (June 4, 2018): 37–42. http://dx.doi.org/10.3126/av.v6i0.20107.

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The purpose of this study was to explored public participation in governance of the community college. The local people established college in their community of their active participation. Community colleges help for the access of higher education in rural area but not being able to fulfill desire of the local people. The study focuses on public participation in governance of community college. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through in-depth interview with parents of children in the college, College Management Committee (CMC) members, and the college chief. Data were transcribed and analyzed manually through the cut and paste technique. The study found out that public participation in governance of community colleges is of various types it may be involvement through sending their children to the college and providing fees and stationery, involvement through contributions of physical things & donations from the very beginning of the establishment of the college, involvement through attendance in programs and meetings conducted by the college, participation in real decision making etc. Further, parents financed college budgets, and were involved in college governance.Academic Voices Vol.6 2016: 37-42
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Spence, David. "State college readiness initiatives and community colleges." New Directions for Community Colleges 2009, no. 145 (December 2009): 95–101. http://dx.doi.org/10.1002/cc.358.

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Дисертації з теми "Community and college"

1

Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.

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McKeown, Patricia Louise. "A study of the development of the community college's governing board-president relationship /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7689.

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Tabb, Carl E. "Community college teacher attitudes regarding academically at- risk community college students /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325719.

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Bettes, Dale Alvin. "Correlates of student withdrawal from the community college /." Access abstract and link to full text, 1985. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8510384.

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Bodily, Brett Hogan Fulton-Calkins Patsy. "Perceptions of faculty development a study of a North Texas community college /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9793.

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Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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7

Layman, Richard W. "Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4028.

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Анотація:
Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains xi, 154 p. : ill. Includes abstract. Includes bibliographical references (p. 132-138).
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8

Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.

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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on the Student Instructional Rating instrument. Various dimensions on the SIR including Faculty/Student Interaction, Overall Quality of the Course, Course Difficulty, and Lectures were used to evaluate instructional effectiveness. A regression model was used to evaluate the attributes of teaching effectiveness for both full-time and part-time faculty and the slopes of regression coefficients were evaluated to determine how effective part-time instruction differed from effective full-time instruction. Part-time faculty were perceived as effective when compared to their full-time counterpart on the dimensions of Faculty/Student Interaction. Other demographic attributes of part-time faculty were evaluated with no significant difference between full-time and part-time faculty. However, full-time faculty were perceived more effective on Overall Quality of the Course, Lectures, Textbooks, and Reading Assignments. Part-time faculty commitment to non-instructional tasks was assessed and the implications for teaching effectiveness were examined. This study also discussed the shift in instructional workloads from part-time to full-time faculty as the number of part-time faculty increase.
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Hase, Karla Luan Neeley. "A Qualitative Study of the Use and Value of Financial Performance Indicators in Selected Community Colleges in the State of Texas as Perceived by their Chief Executive Officers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2277/.

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Throughout the United States, colleges and universities are faced with an increasing need for financial funding, while at the same time resources continue to diminish. With the limitations of available funds, community colleges must exhibit efficiencies in the operations of their institutions. External interests, such as governing boards and legislatures, require demonstration of efficient financial management. This evidence is then used to make decisions concerning future financial support for the community college. This study determined if community college chief executive officers use financial performance indicators as provided by the State Auditor's Office and if the chief executive officers of the community colleges value the compilation and the distribution of the financial performance indicators. In the selected colleges, many of the chief executive officers depend on their chief financial officer for understanding and application of financial performance indicators. The performance indicators distributed by the Auditor's Office captured only a snapshot of the college's performance, and failed to fully describe the whole college performance or specific financial events captured by the indicators. Though the indicators had flaws, either through incorrect data or lack of explanation, the CEOs did value their compilation because they provided a means for ‘getting the community college story' to decision makers external to the college.The State Auditor's performance indicators were developed using a university model. Because of the distinct difference in mission between the community college and the university, several of the indicators were not applicable to the community colleges. The CEOs suggested that another set of indicators be developed, using community college input, that would better capture the financial performance of the colleges. The new set of indicators should be simplified and measure only those areas, such as revenues and expenditures, that are truly comparable from one institution to another.
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Hartman, Lianne. "Community College Students' Awareness and Use of College Information." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.

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Educational Administration
Ed.D.
This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
Temple University--Theses
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Книги з теми "Community and college"

1

Smith, Roy W. Tomorrow's community college. [S.l.]: Life Press, 1995.

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Stafford, Susan H. Community College. New York: John Wiley & Sons, Ltd., 2006.

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El-Khawas, Elaine H. Community college fact book. New York: American Association of Community and Junior Colleges, 1988.

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4

Boone, Edgar John. Community leadership through community-based programming: The role of the community college. Washington, DC: Community College Press, 1997.

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5

Baldwin, Amy. The community college experience. 2nd ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2009.

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6

Baldwin, Amy. The community college experience. 3rd ed. Boston: Pearson/Allyn and Bacon Publishers, 2013.

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7

Staley, Constance Courtney. Focus on community college success. Edited by Lewis Regina. 2nd ed. Belmont, CA: Wadsworth, 2012.

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8

Raby, Rosalind Latiner, and Edward J. Valeau, eds. Community College Models. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9477-4.

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Cohen, Arthur M. Community college scholarship. Los Angeles, Calif: ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 1996.

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Council, Further Education Funding. Liverpool Community College. Coventry: Further Education Funding Council, 2000.

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Частини книг з теми "Community and college"

1

Rogers, Timothy. "The Community College." In School for the Community, 138–47. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347231-13.

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Dorner, Meredith A., Marni E. Fisher, Amber Bogdan, and Tara Falce. "Community College Stories." In Lessons from the Transition to Pandemic Education in the US, 58–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-8.

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Ashton, Patricia M. E., Euan S. Henderson, and Alan Peacock. "Wycliffe Community College." In Teacher education through classroom evaluation, 56–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003408055-4.

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Pura, Robert L., and Tara L. Parker. "Hostos Community College." In The Community's College, 106–17. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447702-9.

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Hensel, Nancy H. "Community College Partnerships." In Undergraduate Research at Community Colleges, 122–38. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448402-11.

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Ehrmann, Stephen C. "Guttman Community College." In Pursuing Quality, Access, and Affordability, 77–88. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446590-10.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Knowsley Community College." In Directory of Language Training and Services for Business, 285. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-206.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Bilston Community College." In Directory of Language Training and Services for Business, 78–80. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-36.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Frome Community College." In Directory of Language Training and Services for Business, 206. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-143.

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Raby, Rosalind Latiner. "Defining the Community College Model." In Community College Models, 3–19. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9477-4_1.

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Тези доповідей конференцій з теми "Community and college"

1

Forbes, Jeffrey, Jumee Song, Louise Ann Lyon, Leslie Maxwell, and Cindy Tucker. "Community College Transfer Pathways." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287336.

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Donnelly, Cassie. "The Community College Change Playbook: Defining Competencies for Leading Change in Community Colleges." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889321.

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Soenarto, Sunaryo. "Community College: Expectation and Reality." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.35.

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Boisvert, Deborah G., Irene Bruno, Reza Kamali, Michael Puopolo, Maria Rynn, and Lisa Feuerbach. "Re-envisioning community college transfer." In the 9th ACM SIGITE conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1414558.1414610.

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Greeno, Darren. "Organizational Culture and Community College Performance: An Analysis of Washington State's Community and Technical Colleges." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687093.

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Jones, Maisha. "Black Male Students' Community College Experiences." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436186.

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Jenkins, Shanda. "Impostor Phenomenon in Community College Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890873.

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Irfan, Andi, Andi Idkhan, Eddy Sutadji, and Sunardi Sunardi. "Management Model of Community Relations and Industries in Community College." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.56.

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Diaz, Omar. ""Indican" Community College Transitions: College Readiness Miscommunication Among West Texas Institutions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586663.

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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills necessary to be successful in future employment to real-world problems that address life support and sustainable living issues; (2) to strengthen the 2+2+2 pathways between community colleges and four-year institutions; (3) provide professional development opportunities for community college faculty; (4) implement strategies to recruit and retain a diverse population of students interested in STEM disciplines; and (5) develop multi-media curriculum modules using contextual or problem-based-case-based learning (PBCL). The project has instituted interdisciplinary teams of community college and university students who are initiated into the program with intensive instruction and project planning and management, leadership, teamwork, and behavioral diversity using DISC behavioral analysis profiles during an intense three-week period during the winter intersession. In addition to the initial training, student participants must commit to working approximately 250 hours during their school year for which they are working on their respective team-based projects. As part of their hours, they must meet as a full team a minimum of twice each month. Participating students are currently mentored by two and four-year faculty and industry representatives. So far, the research has been conducted during the summer months and the academic year on life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, such as the CT’s Children’s Medical Center, and industry partners such as Hamilton Sundstrand and Kaman Aerospace. As a result of these research projects, the community college and four-year faculty are implementing real-world life support and sustainable living projects and collaboratively are writing multi-media Project-Based-Case Based Learning modules, which incorporate technology and science skill standards. The Problem-Based-Case-Based multi-media modules are being piloted at the CT College of Technology’s community colleges and universities.
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Звіти організацій з теми "Community and college"

1

Klein, Jessie, and Gina Spaziani. Middlesex Community College Geothermal Project. Office of Scientific and Technical Information (OSTI), March 2013. http://dx.doi.org/10.2172/1235902.

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2

Brauer, Douglas C. Richland Community College BioEnergy Program. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1052185.

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3

McCall, Jamie. Piedmont Community College: Partnering to Help Small Businesses. Carolina Small Business Development Fund, January 2021. http://dx.doi.org/10.46712/pcc.case.study.

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North Carolina’s community college system is a vital component of the state’s economic development strategy. With their unique knowledge of employer talent needs, these institutions are primary actors in the promotion of local economic growth and sustainable development. Using a combination of semi-structured interviews and focus group data, we assess how Piedmont Community College is following best practices in this area of policy. The college’s use of strategic partnerships and focus on small business development offer an example of innovative community development strategy.
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4

Zurawski, Jason, and Brenna Meade. McLennan Community College Requirements Analysis Report. Office of Scientific and Technical Information (OSTI), July 2022. http://dx.doi.org/10.2172/1875816.

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5

Deal, Brian, and Sumi Han. Community College Energy Code Training Program. Office of Scientific and Technical Information (OSTI), November 2023. http://dx.doi.org/10.2172/2319228.

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6

Weatherwax, Melissa. Blackfeet Community College Renewable Energy Project. Office of Scientific and Technical Information (OSTI), June 2023. http://dx.doi.org/10.2172/1987515.

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7

Blankstein, Melissa, and Christine Wolff-Eisenberg. Library Strategy and Collaboration Across the College Ecosystem: Results from a National Survey of Community College Library Directors. Ithaka S+R, September 2021. http://dx.doi.org/10.18665/sr.315922.

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How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and navigating change.
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8

Blankstein, Melissa, and Christine Wolff-Eisenberg. Moving the Needle on College Student Basic Needs: National Community College Provost Perspectives. Ithaka S+R, April 2021. http://dx.doi.org/10.18665/sr.315290.

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9

Harkins, Deirdre, Melissa Blankstein, and jean amaral. Navigating Higher Education: Insights from the College Fluency Initiatives at Sinclair Community College. Ithaka S+R, May 2024. http://dx.doi.org/10.18665/sr.320822.

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10

Salerno, Dominic, and Mary A. Wagner-Graham. Molecular Analysis Research at Community College of Philadelphia. Fort Belvoir, VA: Defense Technical Information Center, August 2015. http://dx.doi.org/10.21236/ad1001089.

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