EXTENDED ORIENTATION COURSES AT TWO‐YEAR COLLEGES

This national study of extended orientation courses indicates that they are used as frequently at 2‐year colleges as at 4‐year colleges. However, substantial differences in the administrative structures and content emphases of these courses exist within institutional types. At 2‐year colleges, these differences have the potential to limit the effectiveness of extended orientation courses. For instance, 2‐year college courses have significantly larger class sizes, are shorter in duration, are less likely to be required, use less faculty training, are less varied in content, and are rarely used as an introduction to an academic discipline.     

COURSE DROP PRACTICES IN TWO‐YEAR COLLEGES

Course drop practices among two‐year colleges were surveyed. Examined were deadlines by which courses were dropped, grades received when classes were dropped, who initiates drop procedures, and the extent to which policies related to the above stated practices have been recently changed. One fourth of the institutions reported a drop deadline of between four and six weeks from the end of the term. Almost that many (21.98 percent) used 10 days prior to the final exam as a deadline. More than two‐thirds of the colleges allowed students to drop prior to the deadline with a non‐punitive “W” grade. In the majority of instances, the official drop procedures may be initiated by either the student or the instructor. Community college administrators need to examine course drop policies in light of institutional statements of mission, philosophy, and objectives. Based upon dialogue among the staff, appropriate policy revisions should be developed in order to coordinate the rhetoric and the regulations of the college.     

PUBLIC TWO‐YEAR COLLEGE FUNDING AND PROGRAM PATTERNS

Several sets of data were employed in efforts to address the major concerns of this study. The first was a national survey of state directors of two‐year colleges. From them basic data regarding the distribution of funding for public two‐year college institutions on a state‐by‐state basis was obtained. It was found that 57% of funding nationally was derived from state legislatures, 17% from local or regional governments, 14% from tuition, and 10% from other sources. Also computed from the survey data was the distribution of full‐time enrollments by generic program. It was found that about half of the full‐time students were enrolled in occupational programs.

Using selected national data, the cost per credit‐hour for 1979‐1980 full‐time students was computed to be $115 if 24 credit‐hours are considered a full‐time load, and $92 using 30 credit‐hours as a full‐time load.

Also determined were the correlations between selected population data and certain public two‐year college demographics. Strong positive relationships were found between state populations, number of colleges in the state, and the magnitude of the states’ gross weights (fraction of total national full‐time enrollments found in that state).     

DETERMINING OUTCOMES OF COLLECTIVE BARGAINING IN TWO‐YEAR INSTITUTIONS‐PART 1

This research is presented in a two part series. The first article sets forth the objectives of the study and the research methodology and design. Basic demographic and institutional data are also presented. The second article in this series discusses interrelations among research data and presents conclusions and implications for practice.

An attempt is made to assess the extent to which faculty associations have penetrated certain management functions or rights. A related and second objective was to determine the impact of faculty unions on the traditional professional prerogatives of the faculty. The sample studied was approximately 63 percent of all collective bargaining agreements in existence at two‐year institutions. The authors also sought to develop predictors (institutional and demographic variables) of contractual language. In part 1, characteristics of institutions where contracts are in existence are discussed. A statistically significant relationship was found to exist between the demographic and institutional variables and the relative strength of contractual clauses in the areas of appointment, promotion, nonrenewal, tenure, long range planning, retrenchment and management rights. A complete breakdown of all variables utilized in this study can be found in the appendices     

THE FUTURE OF TWO‐YEAR COLLEGES: AN ADMINISTRATOR'S‐EYE VIEW

Individuals in eight different types of administrative positions in two‐year colleges were asked to rate the importance of a variety of external and internal issues in the next five years. The purpose of the study reported here was first to identify those internal and external issues that administrators viewed as being of high importance. A second purpose was to assess the degree of consensus among differing types of administrative positions. The third objective was to identify differences between public and independent two‐year college, between men and women, and minority and white administrators perceptions of issues identified as being most important. There was a high degree of agreement across administrative groups as to the importance of five external issues; and when asked to indicate the two most critical issues, administrators were almost unanimous in their assessment. There is less agreement on the two critical internal issues. Some differences by gender and racial/ethnic group were noted, but the differences were not as great as might have been expected.     

MOTOR ABILITY AND INTELLIGENCE IN 11‐12 YEAR OLDS

Sixth‐formers were questioned in all four grammar schools in a city where all LEA provision of 16‐plus education is to be concentrated in the college of further education. Their replies showed no widespread rejection of ‘authority’ and little enthusiasm for a complete separation from younger students. The most obvious theme was the ambivalent attitude towards direction from teachers‐‐a demand for clear direct instruction and informal discussion, for independence and guidance.     

AN UPDATE ON REVERSE TRANSFERS TO TWO‐YEAR COLLEGES

Reverse transfers, students who transfer from four‐year to two‐year colleges, now make up 20% of the two‐year college enrollment. This paper will describe reverse transfers in terms of demographics, educational goals, and academic performance. Data from thirteen two‐year colleges includes official student records on a 1984 class of newly enrolled students and a survey of this same cohort.

Reverse transfers differ significantly from two‐year natives in terms of race and other demographic characteristics. Reverse transfers were older, more likely to be married, employed full‐time, and had higher socioeconomic status indicators. Reverse transfers’ parents were more likely than native students’ to have earned a college degree.

Two‐year students who had already earned a college degree had short‐term occupational goals aimed at upgrading job skills or making themselves more employable. Those who had not yet earned a degree were most likely to aspire to the bachelors degree. Reverse transfers earned significantly higher grades than natives. Reverse transfers were less likely to be enrolled in remedial courses or to indicate a need for special help in basic skills in order to succeed at the two‐year college.     

DEMOGRAPHIC AND ACADEMIC FACTORS ASSOCIATED WITH FIRST‐TO‐SECOND‐TERM RETENTION IN A TWO‐YEAR COLLEGE

ABSTRACT

Two‐year public colleges are known to experience the lowest retention rates of all colleges and universities. In addition, the lowest rate of consecutive‐term retention within the two‐year college occurs from students’ first to second term. The literature on factors related to retention in two‐year colleges, however, is strikingly inconclusive. The purpose of this study was to determine demographic and academic factors associated with first‐to‐second‐term retention at a regional campus of a two‐year public technical institution. The interaction between these factors was also studied. Those demographic variables found to be significantly related to retention included educational objective, full‐time/part‐time enrollment status, employment status, and age. The only academic factor found to be related significantly to retention was first‐term GPA. No significant interaction effects between these variables were found. A list of target groups for retention strategies was developed from the results of the study.     

ACHIEVING SEX EQUITY IN TWO‐YEAR COLLEGE CAREER PROGRAMS

The purposes of this research study were to document the current status of sex‐equity efforts in New York State two‐year colleges and to identify institutional and individual factors impinging on these‐vfforts. A statewide survey collected initial data (N = 37 colleges). At a sample of responding colleges, questionnaires and personal interviews were used to collect information from male and female students enrolled in programs traditional and nontraditional to their sex (N = 361), and from administrators, faculty and staff (N = 72).

Results showed that progress toward sex equity has been made, but continued efforts are needed. Achievement of sex equity as a total concept is no either/or situation; rather it becomes a matter of degree or comparative extent. Research results led to recommendations regarding the categories of leadership, support services, career information, materials and facilities, placement, and community service, which would promote sex equity in postsecondary career education.     

TEACHING ABOUT AGING IN THE ELEMENTARY SCHOOL: A ONE‐YEAR FOLLOW‐UP

This study followed up on a 7‐day, 5th‐grade intergenerational project on aging. The “Age Doesn't Matter” (ADM) project was interdisciplinary; incorporating dance, health education, history, art, and poetry to teach about growing older. Older adults came to the school to interact with the students and the students also went on field trips to a nursing home and a retirement hotel. Thirteen of the original 19 ADM students were still in the same school 1 year after the project's completion. These students were matched by grade, gender, and race with a comparison group (n = 13) one year after the project's completion. Three experts in the field of gerontology were asked to blindly review the students' responses to open‐ended questions about aging and to rate each student concerning his or her attitudes toward aging. The ADM students were judged to have significantly (p < .05) more positive attitudes toward aging than the comparison group students.     

FUNCTIONS OF THE TWO‐YEAR COLLEGE CURRICULUM: FACULTY PERCEPTIONS

There are limited empirical data on curriculum in two‐year colleges; this study is designed to address that lack. A literature review is used to identify the functions served by credit courses: transfer, general education, preparation for work, and remediation. Secondary analysis is made of data gathered on a 1977 survey of science, social science, and science‐related technical courses. Instructor perceptions of course purpose(s) are used to determine if the identified functions are served. The findings indicate these functions are served, but predominately as combined functions rather than the discrete functions identified in the literature. Patterns of multiple course functions are identified by academic area and by course. Further, the methodology used is presented as a useful tool in developing empirical data about college curricula.     

JOB DUTIES OF INSTITUTIONAL RESEARCHERS IN SOUTHERN TWO‐YEAR COLLEGES

The objective of this study was to determine the types of duties being performed by institutional researchers in Southern two‐year colleges. Research was based on a mail survey submitted to all two‐year colleges accredited by the Southern Association of Colleges and Schools. Of 326 colleges surveyed, a total of 301 (92 percent) responded. Respondents completed a survey designed with the assistance of a panel of experts. This included a section posing statements about institutional research tasks in a discrepancy model, and a second section consisting of statements about the overall research function organized in a five‐part, Likert‐type scale

The survey found that less than half of Southern two‐year colleges employed an institutional researcher on a half‐time or greater basis. It also identified a number of discrepancies in the job duties now being performed by institutional researchers and the duties those individuals felt they should be performing

Among those duties which should not be performed were external reporting, program supervision, grant development, and clerical functions. Tasks identified as needing to be performed included increased research project completion, academic program evaluation, planning studies, outcomes assessment, financial analysis, and policy development     

REALIZATION OF EDUCATIONAL ASPIRATIONS AMONG BLACKS AND WHITES IN TWO‐AND FOUR‐YEAR COLLEGES

This paper looks at an aspect of the two‐year college: that it is the logical system for achieving educational equality in higher education. The authors find that low aptitude blacks are overrepresented at four‐year colleges, that blacks are less likely than whites to meet aspirations of attending four‐year colleges, and that attending a two‐year college is related to reduced probability that four‐year education will be realized.     

NEW YEAR

Happy new year to you,Happy new year to me,Happy new year to all ofLet's read new books,Let's eat new cakes,We love each new day,We love each new year.     

COURSE ATTRITION: A 5‐YEAR PERSPECTIVE ON WHY STUDENTS DROP CLASSES

This article describes results of an ongoing course attrition study conducted at 1 large, suburban community college. The study was designed to determine which classes were most often dropped, reasons students cited for deciding to drop classes, and other factors that may have impacted decisions to drop. The findings that indicate factors over which the college had little control were the most frequently cited reasons for dropping classes — work conflicts and personal problems. However, factors over which the college may have some control also appeared to contribute to decisions to drop classes in a substantial number ofinstances. The impact of findings from these studies and changes in methodology and survey design over time will provide institutional researchers with helpful suggestions for implementing similar studies at their institutions.     

HAPPY NEW YEAR

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NEW YEAR FIRECRACKEB

You will need: crepe paper, tube, decorations, some strings You will: Wrap some crepe paper around a tube.     

THE NEW YEAR

A new day dawns, a new year begins, A fresh new start as the old year ends. With each new day comes my chance to be, More about others and less about me. Facing new challenges with passion and zest, j Wanting to give out only my best. Making new friends t…