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Descriptors:
College Credits; Outcomes of Education; Community Colleges; Institutional Characteristics; Educational Objectives; Enrollment; Academic Achievement; Academic Persistence; Developmental Studies Programs

Abstract:
Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment, as well as student and institutional characteristics, has positive associations with shorter-term student outcomes, including earning any college credits within the first year and persistence into the second year. The present study finds that students who enrolled in a student success course in the first semester were more likely to earn any college-level credits within the first year and were more likely to persist to the second year. The study also finds that students who were referred to developmental education were more likely to earn any college-level credits within the first year if they enrolled in a student success course in their first term. (Contains 6 tables, 2 figures and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; Active Learning; Student Attitudes; Leisure Education; Role; College Credits; Student School Relationship; Self Concept; Course Descriptions; College Students

Abstract:
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The purpose of this study was to explore how for-credit Leisure Skills classes at a mid-sized southeastern university may build engagement. The results indicate that leisure education provides a uniquely positioned environment for building students' sense of engagement with their institution through an enhanced sense of community, enhanced sense of self, and active learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Credits; Summer Programs; Foreign Countries; Industry; Cultural Influences; Universities; Summer Schools; Foreign Students; Asians; College Faculty; Social Networks; Student Recruitment; Educational Trends; Trend Analysis; College Students

Abstract:
American-style summer programs in China, catering to Chinese-born students, have taken American universities by surprise. They are yet one more player in the complex and often opaque Chinese education industry, an industry in which American colleges are finding themselves increasingly entwined. These programs have become a booming enterprise, hiring professors from high-profile institutions, Harvard and Berkeley among them, to teach for a few weeks in the summer. They recruit Chinese students through friends and social media to check off a few college credits while visiting home, and they have persuaded American universities to accept their credits. At Indiana University at Bloomington alone, more than 175 students enrolled in 10 different programs this past summer. The private programs have allowed Chinese students to transfer credit back to the American colleges where they're enrolled, but American officials are taking a closer look. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dual Enrollment; High School Students; Postsecondary Education; High Schools; Public Colleges; Private Colleges; Two Year Colleges; School Size; Courses; Enrollment Trends; Enrollment Rate; Eligibility; College Credits; College Faculty; Secondary School Teachers; Teacher Qualifications; Tuition; At Risk Students; Distance Education; College Admission; Admission Criteria; Curriculum; Academic Degrees; Pupil Personnel Services; National Surveys

Abstract:
This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education Statistics (NCES) previously collected data on dual enrollment and dual credit for the 2002-03 academic year from postsecondary institutions and high schools (Kleiner and Lewis 2005; Waits, Setzer, and Lewis 2005). To gather current data on dual enrollment and dual credit, NCES fielded an updated survey of postsecondary institutions on dual enrollment and a complementary survey of high schools on dual credit. The study presented in this report collected information for the 2010-11 academic year from postsecondary institutions on the enrollment of high school students in college-level courses within and outside of dual enrollment programs, and dual enrollment program characteristics. NCES, part of the Institute of Education Sciences, conducted this survey in fall 2011 using the Postsecondary Education Quick Information System (PEQIS). PEQIS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of institutions with minimal burden on respondents and within a relatively short period of time. Because the purpose of this report is to introduce new NCES data from this survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PEQIS dual enrollment study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; College Credits; Grade Point Average; Enrollment; Program Effectiveness; Community Colleges; Control Groups; Grants; Scholarships; Remedial Instruction; Low Income Groups

Abstract:
"Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges" examined the effects of performance-based scholarships for low-income community college students (ages 22-35) who were required to enroll in remedial courses. The study evaluated the impact of the scholarships on continued community college enrollment, credits attempted and earned, and cumulative grade-point average (GPA). All study subjects were eligible for Pell Grants. Study authors randomly assigned 1,502 students at two New York City community colleges into one of three groups: (a) students were offered a performance-based scholarship for two semesters (up to $2,600); (b) students were offered a performance-based scholarship for two semesters plus one summer term (up to $3,900); and (c) students were not offered a performance-based scholarship, though these students were still eligible to receive other financial aid. Scholarships were awarded directly to students, on top of their existing financial aid, at the beginning, middle, and end of each semester, contingent on their continued enrollment and grades. The two scholarship groups were combined for most analyses. Study authors reported findings for a number of outcomes related to enrollment, course taking, and grades. The portion of the study that examined enrollment rates reported that at the end of the two-semester program, 78.1% of the scholarship students were still enrolled, versus 76.6% of the students in the control group. Enrollment for the scholarship and control groups, respectively, was 61.9% versus 60.7% one semester after the program ended, and 51.2% versus 49.5% two semesters after the program ended. None of these differences are statistically significant. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Marketing; Business Administration Education; Majors (Students); Statistics; Mathematics Anxiety; Measures (Individuals); Factor Structure; Multivariate Analysis; Factor Analysis; Gender Differences; College Credits; Internship Programs; College Curriculum; College Instruction; Teacher Student Relationship; Computer Uses in Education

Abstract:
Marketing students are known as less likely to have an affinity for the quantitative aspects of the marketing discipline. In this article, we study the reasons why this might be true and develop a parsimonious 20-item scale for measuring quantitative affinity in undergraduate marketing students. The scale was administered to a sample of business majors at a midsized university. The scale developed yielded a four-factor solution: Confidence, Enjoyment, Marketability, and Importance. Using multivariate analysis of variance, we test whether there are significant differences in quantitative affinity by gender, major, internship completion, class standing, and class completion. The findings suggest that marketing majors are less likely to enjoy the quantitative aspect of their major, but on completing a marketing research course their appreciation for the importance of quantitative tools increases. Internship completion has no effect on the undergraduate marketing students' quantitative affinity. Our study complements extant literature by providing a parsimonious scale for assessing quantitative affinity specially adapted to the marketing students and analyzing the characteristics associated with students' scores. Suggested teaching strategies, based on the findings, are included. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; Program Effectiveness; High School Students; First Generation College Students; Dual Enrollment; Academic Degrees; Educational Attainment; Comparative Analysis; Probability; Socioeconomic Status; Correlation

Abstract:
The study reviewed in this paper used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. The study further reported on whether the impacts of dual enrollment were different for first generation college students. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. The study could potentially "meet What Works Clearinghouse (WWC) evidence standards with reservations." However, the WWC does not have enough information about baseline equivalence (i.e., the adequacy of the propensity score matching process) to determine the study rating. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this "Quick Review": An, B. P. (2013). "The impact of dual enrollment on college degree attainment: Do low-SES students benefit?" "Educational Evaluation and Policy Analysis".] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (87K)

Descriptors:
College Faculty; Adult Learning; Adult Students; State Colleges; Internet; Athletes; Web Browsers; Integrity; College Credits; College Athletics

Abstract:
Western Oklahoma State College's name comes up whenever athletes get themselves in a jam: They've failed a class. They've dropped another. Maybe they're just short on credits. But they still want to play. Western Oklahoma gives them a chance, offering three credits in two weeks--and for less than $400. Almost as appealing: The community college mails out transcripts the day after classes end, allowing players to get back on the field with minimal disruption. Last year those 10-day classes attracted 5,668 students. Many are adult learners and others looking to finish their degrees faster. But the market for athletes has proven particularly lucrative. Nearly half of the students in those classes play college sports, the college estimates. The courses are especially popular with junior-college players looking to transfer to the big time. But elite research universities have also accepted their credits. It's not just the speedy credit that appeals to many players. According to dozens of academic advisers, athletes, and coaches, Western Oklahoma offers some of the easiest classes around. Western Oklahoma State's leaders say that they are committed to ensuring academic quality, and that they have taken steps to safeguard the classes' integrity, including timing tests and locking down browsers during exams so students can't search the Web for answers. The college doesn't offer mathematics, science, or composition in the two-week format; academic leaders say such courses would be too difficult to complete in that time. And faculty members, who must approve all courses, say the 10-day content is the same as is taught during a regular semester. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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