ethanporcaro/eric-fulltext-meta huggingface dataset:
Timing Is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University. Working Paper Series. Number 1-10
Author: Peska, Scott F.
Date: 2009-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: College Transfer Students,Community Colleges,Comparative Analysis,Qualitative Research,Student Adjustment,Investigations,State Universities,Mixed Methods Research,Statistical Analysis,Interviews,Academic Persistence,Social Adjustment,Semester System

This sequential mixed method study (Creswell, 2003) compared the adjustment process of community college transfer students who began in the fall to those who began mid-year, beginning with a quantitative phase and extending to a qualitative phase of data collection in the fall semester and repeating this same sequence of data gathering with transfer students enrolling in the spring term. The central question guiding the quantitative phase was whether there are differences in the adjustment of fall and mid-year community college transfer students in the semester they first transfer to a public, four-year institution. The second phase explored the community college transfer students' adjustment experiences during the fall and mid-year through the use of small group interviews. The central question guiding the qualitative inquiry was how mid-year community college transfer student adjustment differs from fall transfer student adjustment, focusing this qualitative inquiry on the mid-year transfer students and comparing and interpreting their results to those of fall transfer students. In summary, this study supports this author's contention that community college students who transfer mid-year have different experiences with college adjustment than their fall counterparts. Results of this study begin to provide a useful picture of mid-year transfer students, but more research is needed. Investigations of programs and services that two-year and four-year institutions can offer to help mid-year transfer students adjust to college, persist in college, and earn a baccalaureate degree are needed. (Contains 2 tables and 1 figure.) [For the full report, &quot;Timing Is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University,&quot; see ED527131.]
Supporting First-Generation College Students through Classroom-Based Practices. Issue Brief
Author: Institute for Higher Education Policy
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: First Generation College Students,Educational Practices,Classroom Environment,Classroom Techniques,Educational Policy,School Policy,Minority Group Students,Best Practices,Achievement Gains,Institutional Characteristics,Investment,Transitional Programs,Academic Support Services,Developmental Studies Programs,Change Strategies,Teacher Participation,Partnerships in Education,Educational Strategies

This report, which was commissioned as part of the Institute for Higher Education Policy's Walmart Minority Student Success Initiative, seeks to highlight how specific institutional policies and faculty-driven, classroom-based practices at Minority-Serving Institutions (MSIs) can change in an effort to better support the academic and social success of first-generation students. The report is structured in the following sections: (1) A brief summary of first-generation students as defined in literature and national data; (2) An overview of existing programs and resources that support first-generation students; and (3) A thematic breakdown of promising practices for improving first-generation student success, supported by examples from participating institutions. Through institutional examples, this report provides a road map for MSIs and other institutions hoping to enhance institutional capacity to better serve first-generation students. The success of this population is imperative to achieving overall gains in strengthening global competitiveness and national goals around postsecondary completion. (Contains 1 figure and 9 footnotes.)
Wyoming Community College System Annual Enrollment Report. Academic Year 2009-2010
Author: Wyoming Community College Commission
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Enrollment Rate,College Students,Gender Differences,Part Time Students,Age Differences,Nontraditional Students,Full Time Students,Full Time Equivalency,Counties,College Credits,Teacher Student Ratio,College Programs,Ethnicity,Racial Differences,Noncredit Courses

This report provides an annual look at the summer 2009, fall 2009 and spring 2010 terms' enrollment in categories such as enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC) and the Institutional Research Committee members representing the seven community colleges. Most of the tables relay data that has been tracked by both of the aforementioned entities for over 10 years. The enrollment reports continue to evolve as new data sets are needed to meet federal mandates and current requirements of the state and community colleges. Changes that have been made to the 2009-2010 Annual Enrollment Report include: (1) &quot;Headcount and Average Age by Gender&quot; now reports the average age at each college broken down by gender, full-time and part-time status; (2) &quot;Headcount by County&quot; and &quot;Full-time Equivalency by County&quot; now include tracking of international students; (3) Faculty headcounts are verified once per academic year during the fall term; therefore, the faculty to student ratios will now be reported only for the fall term; (4) &quot;Ten Year History of Headcount and FTE&quot; now includes a comparison to the previous year's enrollment; and (5) New race and ethnicity categories have been added to meet U.S. Department of Education reporting guidelines. (Contains 12 tables.) [For the 2008-2009 enrollment report, see ED535825.]
Wyoming Community College System Annual Enrollment Report. Academic Year 2008-2009
Author: Wyoming Community College Commission
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Enrollment Rate,College Students,Gender Differences,Part Time Students,Age Differences,Nontraditional Students,Full Time Students,Full Time Equivalency,Counties,College Credits,Teacher Student Ratio,College Programs,Ethnicity,Racial Differences,Noncredit Courses

This report provides an annual look at the summer 2008, fall 2008 and spring 2009 terms' enrollment in categories such as time, location and demographics of the community college student population. The content and format of this report has been developed through a collaborative effort between the Wyoming Community College Commission and the Institutional Research Committee members representing the seven community colleges. Most of the tables relay data that has been tracked by both of the aforementioned entities for over 10 years. The enrollment reports continue to evolve as new data sets are needed to meet federal mandates, as well as to meet current requirements of the state and community colleges. Changes that have been made to the 2008-2009 Annual Enrollment Report include: (1) &quot;Credit Headcount by County&quot; now includes the most recent U.S. Bureau of Census population comparative from 2008 to the last census taken in 2006; (2) &quot;Level of Instruction,&quot; the &quot;Full-Time Equivalency&quot; portion has had the &quot;Unspecified&quot; category removed since it will no longer be used due to state funding of colleges being based on the identification of specific Levels of Instruction and enrollment effective with the 2009-2010 academic year; and (3) &quot;Ten Year History by Headcount&quot; and &quot;Ten Year History of FTE Enrollment&quot; have added a &quot;2 Year Change&quot; to show the percent of enrollment change during the last two years. (Contains 12 tables.) [For the 2007-2008 enrollment report, see ED535826.]
Wyoming Community College System Annual Enrollment Report. Academic Year 2007-2008
Author: Wyoming Community College Commission
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Enrollment Rate,College Students,Gender Differences,Part Time Students,Age Differences,Nontraditional Students,Full Time Students,Full Time Equivalency,Counties,College Credits,Teacher Student Ratio,College Programs,Ethnicity,Racial Differences,Noncredit Courses

This report provides annualized enrollment information for the Wyoming community college system for the 2007-2008 academic year. During this year, credit headcount at Wyoming's community colleges has increased by 4.8%, and now exceeds 24,000. The report also indicates that a once prevalent difference between the enrollment of men and women is dwindling. Perhaps the most notable information gleaned from enrollment reports are the trends concerning part-time enrollment and student age categories. During the 2007-2008 academic year, 67.2% of credit headcount included part-time enrollments. Furthermore, 67.9% of credit enrollment included students ages 17-29 and 15.4% included students ages 40-59. Enrollment data for the last ten years indicate that most student enrollment at Wyoming community colleges is part-time and a majority of enrollments include individuals ages 17-29 and 40-49. Selected data includes student counts by credit hours, county, full-time students (FTE), program or study, ethnicity and a ten-year history. (Contains 12 tables.) [For the 2006-2007 enrollment report, see ED502744.]
Wyoming Community College Commission Annual Report, 2008
Author: Wyoming Community College Commission
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Enrichment,Lifelong Learning,Community Colleges,Job Skills,College Students,Educational Needs,Educational Experience,Advisory Committees,Student Diversity,Postsecondary Education,Outcomes of Education,Employment Level,Labor Force Development,Trend Analysis,Certification,Academic Degrees,Industry,Job Training,Educational Improvement,Educational Finance,Graduation Rate,Associate Degrees,Enrollment Trends,Noncredit Courses,Continuing Education,School Holding Power,Academic Persistence,Adult Basic Education,High School Equivalency Programs,Educational Attainment,Taxes,Salaries,Remedial Programs,Student Loan Programs,Nursing Education,Teacher Shortage,Loan Repayment,Teacher Education Programs,Cost Effectiveness,Veterans,Tuition,State Legislation,Death,Access to Education,Quality of Life

The Wyoming Community College Commission (WCCC) collaborates with Wyoming's seven community colleges to provide educational experiences that strengthen, support and enrich communities and prepare students to successfully meet life's challenges and recognize and profit from opportunities. Wyoming's seven community colleges provide affordable, accessible and lifelong education. The Wyoming Community College Commission supports the colleges through advocacy, coordination and collaboration. In partnership with the colleges, the Commission is committed to improving quality of life through learning. Embracing the diversity within the state and their own communities, the colleges served students with a wide range of educational needs and goals. In 2007-08 nearly two-thirds of community college students in Wyoming attended part-time, with a majority enrolling for eight credit hours or less. Wyoming's seven community colleges successfully served more than 24,000 students during the 2007-08 academic year. While the most common goals are to earn an associate's degree or transfer to another institution, other important goals of Wyoming's college students included earning a certificate, upgrading current or developing new job skills, and personal enrichment.
Wyoming Community College Commission Annual Report, 2009
Author: Wyoming Community College Commission
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Enrichment,Lifelong Learning,Community Colleges,Job Skills,College Students,Educational Needs,Educational Experience,Advisory Committees,Student Diversity,Postsecondary Education,Outcomes of Education,Employment Level,Labor Force Development,Trend Analysis,Certification,Academic Degrees,Industry,Job Training,Educational Improvement,Educational Finance,Graduation Rate,Associate Degrees,Enrollment Trends,Noncredit Courses,Continuing Education,School Holding Power,Academic Persistence,Adult Basic Education,High School Equivalency Programs,Educational Attainment,Taxes,Salaries,Remedial Programs,Student Loan Programs,Nursing Education,Teacher Shortage,Loan Repayment,Teacher Education Programs,Cost Effectiveness,Veterans,Tuition,State Legislation,Death,Access to Education,Quality of Life

The Wyoming Community College Commission (WCCC) collaborates with Wyoming's seven community colleges to provide educational experiences that strengthen, support and enrich communities and prepare students to successfully meet life's challenges and recognize and profit from opportunities. Wyoming's seven community colleges provide affordable, accessible and lifelong education. The Wyoming Community College Commission supports the colleges through advocacy, coordination and collaboration. In partnership with the colleges, the Commission is committed to improving quality of life through learning. Wyoming's seven community colleges successfully served more than 26,000 students during the 2008-09 academic year. While a common goal is to earn an associate's degree or transfer to another institution, other important goals of Wyoming's community college students included earning a certificate, upgrading current or developing new job skills, and personal enrichment. Fiscal year 2009 embodied a period of collaborative and concentrated effort among the community college commission, colleges and business and community stakeholders to develop the statewide community college Strategic Plan. The Final strategic plan will be available October 29, 2009 and subsequently presented to the Community College Planning Task Force, legislators and a representative of the Governor's office in November 2009. The 2009 annual report format has been realigned for integration with the state interests identified in the Strategic Plan. This annual report provides updated performance measure information that relate to each of the five state interests and identifies the top priority action items tied to each of the eight strategic objectives that will guide the community college system to better serve state interests. [For the 2008 report, see ED535827.]
Wyoming Community Colleges. Annual Performance Report: Core Indicators of Effectiveness 2007-2008
Author: Wyoming Community College Commission
Date: 2009-05-08
Type: Numerical/Quantitative Data
Subjects: Stakeholders,Reading Skills,Community Colleges,Educational Indicators,Cost Effectiveness,Program Effectiveness,Institutional Mission,Citizenship Education,Economic Factors,Labor Force Development,Accountability,Educational Quality,Educational Improvement,Goal Orientation,Academic Achievement,Academic Persistence,Graduation Rate,Employment Level,Outcomes of Education,Student Evaluation,Certification,College Transfer Students,Success,Student Participation,Service Learning,Community Needs,School Community Relationship,Learner Engagement,Employers,Surveys

The &quot;Core Indicators of Effectiveness Report&quot; delineates the performance of Wyoming's community colleges as measured by the 14 indicators set forth by the American Association of Community Colleges (AACC) and adopted by the seven Wyoming community colleges and the Wyoming Community College Commission. These indicators, while providing some flexibility regarding programs and services, provide guidance on consistent measurements of performance and success of community colleges. The AACC Core Indicators of Effectiveness for Community Colleges were developed on the premise that a college is effective when its outcomes match its mission and stakeholders' needs within the limits of costs and available resources. The core indicators are grouped into six mission categories: student progress, workforce development, general education, transfer preparation, developmental skills, and outreach. The indicators are: (1) Student Goal Attainment; (2) Persistence (Fall to Fall); (3) Degree Completion Rates; (4) Placement Rate in the Workforce; (5) Employer Assessment of Students; (6) Licensure/Certification Pass Rates; (7) Client Assessment of Programs and Services; (8) Demonstration of Critical Literacy Skills; (9) Demonstration of Citizenship Skills; (10) Number and Rate Who Transfer; (11) Performance After Transfer; (12) Success in Subsequent, Related Coursework; (13) Participation Rate in the Service Area; and (14) Responsiveness to Community Needs. This report, based on the American Association of Community Colleges core measurements, shows that Wyoming's community colleges are performing well in fulfilling their multi-dimensional responsibilities in higher education in Wyoming. Consistent and continued use of these core measurements will produce trend information for each of these measures. Surveys of transfer students and graduates about their satisfaction with and importance of services and offices at their college are appended. (Contains 12 figures and 18 tables.) [For the 2006-2007 performance report, see ED502740.]
Wyoming Community Colleges. Annual Performance Report: Core Indicators of Effectiveness 2008-2009
Author: Wyoming Community College Commission
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Stakeholders,Reading Skills,Community Colleges,Educational Indicators,Cost Effectiveness,Program Effectiveness,Institutional Mission,Citizenship Education,Economic Factors,Labor Force Development,Accountability,Educational Quality,Educational Improvement,Goal Orientation,Academic Achievement,Academic Persistence,Graduation Rate,Employment Level,Outcomes of Education,Student Evaluation,Certification,College Transfer Students,Success,Student Participation,Service Learning,Community Needs,School Community Relationship,Learner Engagement,Employers,Surveys

The &quot;Core Indicators of Effectiveness Report&quot; delineates the performance of Wyoming's community colleges as measured by the 14 indicators set forth by the American Association of Community Colleges (AACC) and adopted by the seven Wyoming community colleges and the Wyoming Community College Commission in 2002. These indicators, while providing some flexibility regarding programs and services, provide guidance on consistent measurements of performance and success of community colleges. The AACC Core Indicators of Effectiveness for Community Colleges were developed on the premise that a college is effective when its outcomes match its mission and stakeholders' needs within the limits of costs and available resources. The core indicators are grouped into five state interest categories: educated citizenry, diversified economy, workforce development, efficient and effective systems, and accountability and improvement. The indicators are: (1) Student Goal Attainment; (2) Persistence (Fall to Fall); (3) Degree Completion Rates; (4) Placement Rate in the Workforce; (5) Employer Assessment of Students; (6) Licensure/Certification Pass Rates; (7) Client Assessment of Programs and Services; (8) Demonstration of Critical Literacy Skills; (9) Demonstration of Citizenship Skills; (10) Number and Rate Who Transfer; (11) Performance After Transfer; (12) Success in Subsequent, Related Coursework; (13) Participation Rate in the Service Area; and (14) Responsiveness to Community Needs. This report, using the American Association of Community Colleges core measurements, shows that Wyoming's community colleges are performing well in fulfilling their multi-dimensional responsibilities in higher education in Wyoming and is beginning to allow a documented and historical perspective on these measures. Surveys of transfer students and graduates about their satisfaction with and importance of services and offices at their college are appended. (Contains 9 figures and 19 tables.) [For the 2007-2008 performance report, see ED535829.]
Wyoming Community Colleges. Annual Performance Report: Core Indicators of Effectiveness 2009-2010
Author: Wyoming Community College Commission
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Stakeholders,Reading Skills,Community Colleges,Educational Indicators,Cost Effectiveness,Program Effectiveness,Institutional Mission,Citizenship Education,Economic Factors,Labor Force Development,Accountability,Educational Quality,Educational Improvement,Goal Orientation,Academic Achievement,Academic Persistence,Graduation Rate,Employment Level,Outcomes of Education,Student Evaluation,Certification,College Transfer Students,Success,Student Participation,Service Learning,Community Needs,School Community Relationship,Learner Engagement,Employers,Surveys

The &quot;Core Indicators of Effectiveness Report&quot; delineates the performance of Wyoming's community colleges as measured by the 14 indicators set forth by the American Association of Community Colleges (AACC) and adopted by the seven Wyoming community colleges and the Wyoming Community College Commission in 2002. These indicators, while providing some flexibility regarding programs and services, provide guidance on consistent measurements of performance and success of community colleges. The AACC Core Indicators of Effectiveness for Community Colleges were developed on the premise that a college is effective when its outcomes match its mission and stakeholders' needs within the limits of costs and available resources. The core indicators are grouped into five state interest categories: educated citizenry, diversified economy, workforce development, efficient and effective systems, and accountability and improvement. The indicators are: (1) Student Goal Attainment; (2) Persistence (Fall to Fall); (3) Degree Completion Rates; (4) Placement Rate in the Workforce; (5) Employer Assessment of Students; (6) Licensure/Certification Pass Rates; (7) Client Assessment of Programs and Services; (8) Demonstration of Critical Literacy Skills; (9) Demonstration of Citizenship Skills; (10) Number and Rate Who Transfer; (11) Performance After Transfer; (12 Success in Subsequent, Related Coursework; (13) Participation Rate in the Service Area; and (14) Responsiveness to Community Needs. This report, using the American Association of Community Colleges core measurements, shows that Wyoming's community colleges are performing well in fulfilling their multi-dimensional responsibilities in higher education in Wyoming and is beginning to allow a documented and historical perspective on these measures. (Contains 5 figures and 15 tables.) [For the 2008-2009 performance report, see ED535830.]