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Jacobs, James; Worth, Jennifer – Community College Research Center, Teachers College, Columbia University, 2019
Postsecondary workforce development is one of the major innovations of the modern community college. In a workforce approach, curriculum is driven by the needs of local industry, course delivery systems are sufficiently flexible to meet the diverse needs of students and industry, and students experience a mixture of work-based and classroom…
Descriptors: Labor Force Development, Community Colleges, Role of Education, Educational Trends
Fink, John; Jenkins, Davis; Kopko, Elizabeth; Ran, Florence Xiaotao – Community College Research Center, Teachers College, Columbia University, 2018
Community college transfer students encounter challenges progressing toward a bachelor's degree, leading to widespread transfer credit loss. This in turn may lower students' chances of credential completion and increase the time and costs for students, their families, and taxpayers. In this study we review three definitions of credit transfer…
Descriptors: Community Colleges, College Transfer Students, College Credits, Bachelors Degrees
Bickerstaff, Susan; Chavarín, Octaviano; Raufman, Julia – Community College Research Center, Teachers College, Columbia University, 2018
The Charles A. Dana Center at the University of Texas at Austin, the developer of the Dana Center Mathematics Pathways (DCMP) model, initiated the Mathematics Pathways to Completion (MPC) project to support each of six states in developing a broad statewide vision for mathematics pathways and a plan for institutional implementation of the DCMP…
Descriptors: College Mathematics, Educational Change, Alignment (Education), State Policy
Jenkins, Davis; Lahr, Hana; Fink, John; Ganga, Elizabeth – Community College Research Center, Teachers College, Columbia University, 2018
Since the publication of "Redesigning America's Community Colleges" (Thomas Bailey, Shanna Smith Jaggars, and Davis Jenkins) in 2015, guided pathways reform has become a national movement in community colleges. As of spring 2018, more than 250 community colleges have committed to undertaking large-scale guided pathways reforms as part of…
Descriptors: Theory Practice Relationship, Community Colleges, Educational Change, Models
Jenkins, Davis; Lahr, Hana; Fink, John; Ganga, Elizabeth; Kopko, Elizabeth; Brown, Amy E.; Patterson, Porshèa – Community College Research Center, Teachers College, Columbia University, 2018
Guided pathways reforms require colleges to rethink how they teach and support students. The case studies in Part 2 of this practitioner packet examine how colleges at the forefront of these reforms are transforming their programs and support services by implementing three key guided pathways practices: (1) meta-majors (clusters of programs in…
Descriptors: Educational Change, Change Strategies, Academic Support Services, College Programs
Jenkins, Davis; Lahr, Hana; Fink, John; Ganga, Elizabeth – Community College Research Center, Teachers College, Columbia University, 2018
Guided pathways reforms can take several years to implement at scale because they require a thoroughgoing redesign of a college's major functions, including: (1) organizing programs into career-focused meta-majors to enhance student recruitment and exploration and program improvement; (2) mapping clear paths to degrees, employment, and further…
Descriptors: Community Colleges, Program Administration, Educational Change, Change Strategies
Jenkins, Davis; Brown, Amy E.; Fink, John; Lahr, Hana; Yanagiura, Takeshi – Community College Research Center, Teachers College, Columbia University, 2018
Among state community college systems, the 13 community colleges under the Tennessee Board of Regents (TBR) are probably the furthest along in implementing guided pathways reforms. All 13 colleges are implementing what they call "Tennessee completion practices"--reforms to help students choose, enter, navigate, and complete programs that…
Descriptors: Community Colleges, Educational Change, Change Strategies, College Readiness
Griffin, Sarah – Community College Research Center, Teachers College, Columbia University, 2018
Transition curricula are courses, learning modules, or online tutorials typically developed jointly by secondary and postsecondary faculty and offered no later than 12th grade to students at risk of being placed into remedial math or English programs in college. Based on interviews and other data, this brief describes key elements of English…
Descriptors: Success, College Readiness, Transitional Programs, High School Students
Bickerstaff, Susan; Chavarín, Octaviano – Community College Research Center, Teachers College, Columbia University, 2018
While community colleges in many states have embarked on whole-institution reform to impact multiple dimensions of the student experience, relatively little attention has focused on the working conditions of adjunct faculty, who account for about two thirds of all instructional faculty at public two-year colleges. "Engaging Adjunct Faculty in…
Descriptors: Community Colleges, College Faculty, Part Time Faculty, Adjunct Faculty
Kopko, Elizabeth; Ramos, Marisol; Karp, Melinda – Community College Research Center, Teachers College, Columbia University, 2018
A growing number of institutions undertaking "guided pathways" reforms are rethinking how students select programs of study, choose courses, and make other program-related choices. One primary aim is to help students make thoughtful decisions about their programs early on as a means to encourage faster and more satisfying college…
Descriptors: Two Year College Students, Community Colleges, Educational Resources, Course Selection (Students)
Schudde, Lauren; Bradley, Dwuana; Absher, Caitlin – Community College Research Center, Teachers College, Columbia University, 2018
Many first-time community college entrants aspire to earn a bachelor's degree, but few do. To transfer, students often must overcome information constraints to navigate bureaucratic hurdles and conflicting requirements. For a sample of 20 Texas community colleges, we reviewed college websites, assessing the ease of access and usefulness of online…
Descriptors: Two Year College Students, College Transfer Students, Web Sites, Community Colleges
Armijo, Michael; Velasco, Tatiana – Community College Research Center, Teachers College, Columbia University, 2018
In 2015, 26 two- and four-year institutions received grants to help implement and sustain reforms consistent with the Integrated Planning and Advising for Student Success (iPASS) reform approach. Beginning in 2015, the colleges worked to launch or enhance technologies and related structural and procedural changes that would enable them to provide…
Descriptors: Trend Analysis, Performance, Educational Indicators, Colleges
Kalamkarian, Hoori Santikian; Boynton, Melissa; Lopez, Andrea G. – Community College Research Center, Teachers College, Columbia University, 2018
A rapidly growing number of higher education institutions nationwide are implementing advising technologies--including education planning, counseling and coaching, and risk targeting technologies--to help students plan their academic paths and stay on track to graduation. Research suggests that these technologies may improve support for students…
Descriptors: Academic Advising, Technology Uses in Education, Outreach Programs, Higher Education
Barnett, Elizabeth A.; Chavarín, Octaviano; Griffin, Sarah – Community College Research Center, Teachers College, Columbia University, 2018
Increasingly, state departments of education, school districts, and high schools are recognizing that many students graduate from high school underprepared for college-level coursework in mathematics. Many are referred to remedial education when they arrive at college. To help students become better prepared for college and avoid remedial courses…
Descriptors: College Readiness, High School Students, High School Graduates, Remedial Mathematics
Barnett, Elisabeth A. – Community College Research Center, Teachers College, Columbia University, 2018
Increasing numbers of high schools are offering senior-year transition curricula in math and English to better prepare graduating students for college. These transition curricula are typically full-year, high school credit-bearing courses taken by students at risk of being placed into developmental (also known as remedial) courses upon enrollment…
Descriptors: Transitional Programs, College Readiness, At Risk Students, Remedial Instruction
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