ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerating Student Success: The Case for Corequisite Instruction
Author: Emblom-Callahan, Maggie
Date: 2019-07-00
Type: Journal Articles
Subjects: Remedial Instruction,Supplementary Education,Required Courses,Community Colleges,Two Year College Students,Student Placement,Educational Change,Program Implementation,Acceleration (Education)

The successes of corequisite remediation courses and supplemental instruction over traditional remediation courses such as the modular Math Essentials have been widely and recently documented (Logue, Watanabe-Rose, &amp; Douglas, 2016). Corequisite reform is an important strategy to improve student completion of higher education goals. A robust corequisite model integrates gateway course content with lifelong tools such as time management and study skills that help students beyond the scope of one course. Corequisite remediation may not completely eliminate developmental courses; however, &quot;a fundamental redesign of the support system for academically underprepared students&quot; will include corequisite remediation (Vandal, 2014). This broader &quot;support system&quot; may integrate corequisite courses with the current (or similar) modular curriculum with non-modular precollege courses such as MTH 5 or MTH 9 in the Virginia Community College System (VCCS). Student placement into the optimal teaching/learning mode may be as key as course level placement (Bickerstaff, 2016). Corequisite remediation provides the VCCS with a powerful tool for student success. Wise integration of corequisite courses as part of a robust remediation program makes the vision of the VCCS strategic plan, Complete 2021, more clearly attainable.
Plagiarism in the Community College Classroom
Author: McCarter, William
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,Community Colleges,Two Year College Students,Student Attitudes,Intellectual Property,Citations (References),Research Papers (Students),Writing Assignments,College Instruction

Plagiarism is an unfortunate but often inevitable byproduct of human discourse. It may have begun with one enviable cave drawing being copied onto another cave wall--without attribution. Ironically, and probably just as inevitably, the modern classroom serves as a kind of breeding ground or incubator for this ancient, murky form of theft. A 2011 study by Pew Research confirms this regrettable truth and implies that the so-called digital revolution is only making things worse (Parker). Empirical observations from over three decades in the classroom suggest that students plagiarize for a variety of reasons. Some students, sadly, are simply dishonest and lazy, and they steal because it seems easy and painless. Some students are not initially present for an education; instead they want a piece of paper that will create opportunity in their lives. Other students do not understand the ramifications of misusing words or ideas because they have never produced intellectual property of their own. In addition, many students do not understand the potential consequences of plagiarism, nor do they understand how easily it can be detected and confirmed. Another significant factor is that students fear the actual documentation process and find it an unfamiliar, overly intricate burden. And a final, delicate issue is often the assignment itself: questionably long research paper assignments that are unconnected to a student's interests or knowledge base are sometimes a catalyst for intellectual thievery. This article touches upon each of these student types and concludes that like so many other issues in education, the most effective remedy to plagiarism is quality, relevant instruction, and that quality and relevance should be grounded in the simple dichotomy of why and how.
First Day of Public Speaking Class and Student Expectations
Author: Mohammadi, Oli
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Speaking,Student Attitudes,Expectation,Two Year College Students,Community Colleges,Introductory Courses,Undergraduate Students,Teacher Behavior,Modeling (Psychology),Motivation Techniques,Teaching Methods,Speech Instruction

On the first day of class, what should an instructor do? What do the students expect? What might ruin the first day of class? The author asked 270 students these questions, and their answers apply to any class's first day.
Oral Communication Competency across the Virginia Community College System: A Faculty-Designed Assessment
Author: Interlante, Lindsey
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Speech Communication,Communication Skills,Verbal Communication,Competence,Two Year College Students,Program Implementation,Speeches,Evaluation Methods,Public Speaking,Student Evaluation,Video Technology,Pilot Projects,Program Evaluation

A full-scale oral communication assessment was conducted by the Virginia Community College System (VCCS) during the academic year 2013-14. Key components of this assessment included faculty involvement at all stages of assessment and collaboration with assessment coordinators and lead staff personnel. The VCCS Office of Institutional Research and Effectiveness partnered with CST faculty experts to design the assessment. The Competent Speaker Speech Evaluation Form, a standardized and tested instrument used to assess public speaking competency in higher education, was used to evaluate student speeches. Designed by the National Communication Association, this instrument identifies eight competencies for measurement. The results of this assessment indicate that over 70% of students assessed who graduated with an associate degree from a Virginia community college have proficient oral communication skills. This project demonstrates that assessment can be a shared endeavor in which results can be understood and used to inform curricular planning by all major stakeholders.
Partnership for Math Success: Development of a Mathematics Readiness Class for High School Students
Author: Jessee, Yvonne
Date: 2013-00-00
Type: Journal Articles
Subjects: College Readiness,High School Seniors,Student Placement,Mathematics Instruction,Remedial Mathematics,College Mathematics,Mathematics Skills,Community Colleges,Partnerships in Education,Public Schools

To implement the developmental mathematics redesign, this author's College partnered with two public school systems to establish early placement testing and a capstone readiness course, to be administered in the high school students' senior year.
Personalizing the Material Leads to College Students&apos; Better Understanding of Concepts
Author: Huffman, Charles J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Comprehension,Concept Formation,Experiential Learning,Relevance (Education),Instructional Effectiveness,Two Year College Students,Community Colleges,Introductory Courses,Psychology,Birth Order,Student Projects,Personality,Individualized Instruction

In this study, students completed two different projects about personality. The results showed that while the students learned more about themselves, personalizing the material also increased their ability to understand core concepts.
Exploring Student Diversity: College Students Who Have Autism Spectrum Disorders
Author: Colclough, Monique N.
Date: 2018-09-00
Type: Journal Articles
Subjects: College Students,Student Diversity,Autism,Pervasive Developmental Disorders,Academic Persistence,School Holding Power,Student Experience,Interpersonal Relationship,Asperger Syndrome,Student Attitudes,Transitional Programs,Social Influences,Student School Relationship

Higher education literature advises that college students who have autism spectrum disorders overwhelmingly attend community colleges. However the persistence and retention of college students who have autism spectrum disorders is not well documented. Absent among the existing literature are first-person narratives of college students who have autism. This phenomenological study explored the experiences of college students who have autism spectrum disorders, focusing on the social experiences that impact college persistence and retention. The following research questions guided the study: What are the social experiences of college students who have autism? What role(s) do various social experiences play in the persistence and retention of college students who have autism? This study explores implications for community colleges in concert with institutional responsibility for its diverse body of scholars.
Blending Credit &amp; Non-Credit Courses: Best Practices, Opportunities, Barriers
Author: Samuels, Keisha
Date: 2019-07-00
Type: Journal Articles
Subjects: Credits,Noncredit Courses,Best Practices,Community Colleges,Vocational Education,Barriers,Educational Finance,State Aid,Articulation (Education),Program Validation,Credentials,Outcomes of Education,Educational Innovation

Community colleges offer an array of programs designed to help students meet different goals. Noncredit education provides training for students seeking targeted, often shorter, courses for personal and professional enrichment (Cohen, Brawer, &amp; Kisker, 2014). Many community colleges are now increasingly emphasizing noncredit workforce education as they support regional workforce development efforts and strive to meet the needs of their local industry partners (Van Noy, Jacobs, Korey, Bailey, &amp; Hughes, 2008). Despite the millions of students enrolled in these courses and their potential to generate revenue for the institutions delivering programs, Voorhees and Milam (2005) refer to noncredit community college education as the &quot;hidden college&quot; and existing research on noncredit offerings is limited. Blending community college credit and noncredit programs with thoughtful and intentional strategies will benefit the students and the institutions. Van Noy, Jacobs, Korey, Bailey, and Hughes (2008) made five recommendations for strengthening noncredit education based on their research. They included the need to expand state funding with clear goals, to increase coordination of credit and noncredit offerings, to promote articulation of noncredit courses into credit programs, to establish non-degree forms of validation for noncredit programs, and to capture more information regarding employment outcomes resulting from noncredit training. These recommendations provide the framework for an analysis of current VCCS programming.
Improving Completion Rates for Underrepresented Populations
Author: Daniels, Jey
Date: 2019-07-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Minority Group Students,Disproportionate Representation,African American Students,Graduation Rate,Student Improvement,Improvement Programs,Best Practices,Educational Resources,Resource Allocation,Tutoring,Student Development,Academic Advising,Coaching (Performance),Academic Support Services,Bachelors Degrees,Academic Achievement,Summer Programs,Remedial Instruction,Student Placement

Most experienced educators recognize that many students will not complete optional assignments, and often those students who need additional help do not seek assistance. Current research demonstrates that students in underrepresented populations (see definition below) are less likely to seek support than others because they see needing help as a confirmation that they don't really &quot;belong&quot; in college in the first place. Research shows that those who do access currently optional supports such as tutoring are more likely to succeed, so this research group looked for ways to build structured connections between underrepresented students and resources. We found that our peers at various VCCS colleges had programs that were working to build these connections for our students, so in our resource-constrained environment, we chose to focus on what exists that works, is scalable, and could be implemented in stages as resources permit. Our proposal reflects increased resource allocation on both the academic support (tutoring) side and the student support (TRIO, Pathway to the Baccalaureate, Success Coaches) side to increase structured contact between the student and the support to decrease the &quot;stigma&quot; of seeking help. We propose this because in our roles as administrators and faculty we know that often our students need both academic support and holistic support.
Communication and Data Sharing between K-12 and Community Colleges
Author: Page, Beth
Date: 2019-07-00
Type: Journal Articles
Subjects: Interschool Communication,Information Transfer,Data,Educational Cooperation,College School Cooperation,Community Colleges,Best Practices,Shared Resources and Services,Public Schools,Educational Planning

This report investigates communication and data sharing between K-12 and community colleges to identify best practices. This wide-ranging topic encompassed many efforts that impact student recruitment, retention and success in their postsecondary education. To prioritize the most pressing issues, this report focuses on recent system-wide findings and recommendations. In 2016, the Virginia General Assembly directed the Joint Legislative Audit and Review Commission (JLARC) to review the VCCS, a process that had not been done since 1991. The JLARC report in 2017 stated that a relatively low percentage of community college students obtain a degree or credential (39 percent). In addition to the JLARC report on student success findings among Virginia's Community Colleges, community colleges do not consistently ensure the quality of dual enrollment courses. To meet the JLARC report's call to action, strong communication and data sharing between Virginia's Community Colleges and their K-12 partners is essential. Through background literature research, surveys and interviews with key stakeholders, this report identifies current practices in data sharing and communication, including successes and shortcomings. Recommendations will provide concrete steps to improve communications and data sharing between Virginia's Community Colleges and their K-12 partners.
Community College and University Interprofessional Collaboration: Student Centered Partnership between Nutrition and Dental Hygiene Faculty
Author: Cadieux, Cynthia
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Universities,Institutional Cooperation,Allied Health Personnel,Dentistry,Graduate Students,Service Learning,Faculty Development,Outreach Programs,Models,Nursing Education,Partnerships in Education

Interprofessional education (IPE) is critical in today's educational and healthcare arenas. This article describes the initial design, implementation, and evaluation of a Community College/ University IPE collaboration that enabled dental hygiene graduate students to satisfy course requirements and service learning competencies, promoted faculty development, and also served the community. Under the direction of a community college dietetics professor, students and faculty from both academic institutions had opportunities to participate in community outreach events. Experiences included teacher recertification training for community college credits in the local school system, paraprofessional workshops, community-based health fairs, career counseling, guest lectures, expanded internship sites, and access to daycare personnel studying childcare. Step-by-step procedures for implementing such a model offers guidance for other institutions seeking to replicate the arrangement. The model presented in this paper can serve as a guide for curriculum integration with a variety of nursing and allied health programs. Partnerships of this nature provide rich environments for faculty development, program marketing, transfer counseling, student service learning experiences, IPE collaborations, and access to community at-risk populations.
Taking the LEAP (Learner Engaged Advising Programs): VCCS Advising Practices and Recommendations
Author: Burge-Hall, Valerie
Date: 2019-07-00
Type: Journal Articles
Subjects: Community Colleges,College Administration,Best Practices,Academic Advising,Strategic Planning,Accountability,Two Year College Students,Academic Achievement,Holistic Approach,Professional Development,Program Design,School Holding Power,Technology Integration,Standards

The Virginia Community College System (VCCS) administration identified the need for adequate and proactive advising programs to foster student success. This paper presents a review of &quot;best practices&quot; in advising to determine commonalities, provides a comparison with current VCCS advising practices, and offers recommendations that support the goal of ensuring high quality advising programs.
Using Artificial Intelligence to Enhance Educational Opportunities and Student Services in Higher Education
Author: Barret, Mandy
Date: 2019-07-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Higher Education,Educational Opportunities,College Students,Student Experience,Educational Improvement,Educational Technology,School Holding Power,Data Collection,Progress Monitoring,Guidance,Student Personnel Services,Computer Mediated Communication,Enrollment

Artificial intelligence (AI) technology is becoming the basis for business. Most businesses use it to improve the customer experience. The education community is just beginning to find ways to successfully implement AI for staff and students. Artificial Intelligence should be leveraged to create a better student experience. For example, Elon University uses AI to assist students with tracking previously taken courses and helps them apply the information to their course-planning (Gardner, 2018). Georgia State University uses Pounce, a chatbot built by AdmitHub, reducing summer melt by over 20% by reaching out to students via text when they have not completed tasks by certain dates (Page &amp; Gehlbach, 2018). The use of this technology can range from help with admissions applications and FAFSA completion, class scheduling, and campus tours. Using AI within higher education will give faculty and staff the ability to be more effective and efficient when communicating with students.
Increasing Success with Online Degree Courses and Programs in the VCCS
Author: Chatman, Thomas
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Community Colleges,Learning Readiness,Access to Education,Distance Education,Best Practices,Rural Areas,Internet,Self Management,Academic Achievement,Academic Failure,Barriers

Over the last three years, 724,116 online courses were attempted within the Virginia Community College System (VCCS). From these attempts, 206,533 resulted in a grade of D or F or a withdrawal, accounting for 29% of all attempted online courses (Virginia Community College System, 2015). This does not account for the students who may have dropped the course early in the semester to avoid academic and/or financial consequences. Studies have shown that students who do not experience success in their courses drop out significantly more than their counterparts (Thayer, 1973). Additionally, these students experience delayed degree or certificate completions, higher program costs and student debt. It is for these reasons, that we must explore ways to increase student success in online courses and programs. By addressing accessibility to and student readiness for online education as well as applying best practices for distance learning, the VCCS can positively impact student success with online degree courses and programs.
Increasing Diversity of Faculty and Administrators in the Virginia Community College System
Author: Munday, Nicole
Date: 2019-07-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,College Administration,Administrators,Diversity,Personnel Selection,College Environment,Student Diversity,Diversity (Faculty),Success,Cultural Awareness

In 2013, Chancellor DuBois convened a Task Force on Diversity with the aim of making the Virginia Community College System (VCCS) a model for diversity by &quot;increasing the demographic diversity of the VCCS so that teaching faculty and leaders look more like the communities we serve&quot; (Chancellors Diversity Task Force, 2014, p. 3). The hard work of the Task Force members culminated in a report that summarized their findings and recommendations, including a &quot;Call to Action&quot; list of 11 steps, many of which have been implemented or are in progress. Several of these key initiatives have put the VCCS on track to meeting its diversity goals: the adoption of a VCCS policy statement on diversity and inclusion; the hiring of a Chief Diversity Officer and appointment of College Diversity representatives at each of the 23 VCCS colleges; the formation of diversity steering committees at each college; and the creation of an online Diversity Dashboard database which provides &quot;institutional and system-wide longitudinal data on gender and minority status&quot; (p. 12). We commend these efforts and would like to build on the foundation provided by the Task Force. Furthermore, we maintain that the success of the Complete 2021: Educating for a Competitive Commonwealth VCCS Strategic Plan depends upon increasing diversity and inclusion across the colleges, particularly in the hiring and retention of more diverse faculty and administrators. Although increasing diversity on college campuses has many benefits, improving student success and completion arguably being the most significant, we believe that campus diversity is intrinsically valuable, apart from the many benefits it affords institutions. This report offers recommendations from the individual to the system level.
Promoting the Value of Career Education Programs
Author: Howell, David
Date: 2019-07-00
Type: Journal Articles
Subjects: Vocational Education,Educational Benefits,Competency Based Education,Community Colleges,Education Work Relationship,Best Practices,Labor Force Development,Curriculum Development,Career Exploration,School Business Relationship,Marketing,Educational Strategies

12.5 million secondary and postsecondary students are currently enrolled in Career and Technical Education (CTE) programs in the United States (&quot;Career,&quot; 2019). CTE programs provide students with the academic skills, technical skills, knowledge, and training necessary to succeed in future careers and to become lifelong learners (&quot;Career,&quot; 2019). Students are prepared for the workplace as a result of a competency-based learning approach and through partnerships with local employers who provide hands-on experience and work-based learning opportunities (&quot;Career,&quot; 2019). By 2020, 65 percent of American jobs will require some postsecondary education or training, with half of these positions requiring an associate degree, certificate or credential (&quot;Community,&quot; 2017, p.3). The Department of Labor reported 6.2 million unfilled jobs in 2017; community colleges are an essential element in addressing this challenge (&quot;Community,&quot; 2017, p.3). Career and Technical Education represents a crucial path from education to employment (&quot;Community,&quot; 2017, p.3). The Virginia Community College System (VCCS) works to create opportunities for students to complete CTE pathways and has made great strides in working to promote the value of CTE education for all students. A number of challenges, opportunities, best practices, and recommendations are associated with promoting the value of CTE programs.