Articulation and Transfer for Career and Technical Students: Best Practices for Dealing with Real and Perceived Barriers to Baccalaureate Degree Attainment for Applied Science Students

ABSTRACT

Community colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer.     

The Economic Impact of Community College Capacity Development in Developing Countries: A Longitudinal Analysis

ABSTRACT

Developing countries have significantly expanded efforts to import more flexible short-cycle institutions based on the United States community college model. The U.S. community college model addresses human capital needs of the labor market in developing countries by increasing access to an affordable education. However, there is limited research on the effects of importing the U.S. community college model on economic growth. This study addressed this gap by examining the effects of importing the U.S. community college model on macroeconomic growth in developing countries that have engaged in partnerships via the Community College for International Development (CCID). A longitudinal analysis of macroeconomic growth of 176 countries from 1995–2014 was conducted. The results provide evidence for the positive economic impact of community college capacity development in developing countries, as well as a comparative advantage of labor for developing countries that have engaged in partnerships. Implications for policy and research are discussed.     

Psychological Factors in Community College Student Retention

This study explored psychological factors in the context of a community college population purported to impact decisions to remain in college from one semester to another. Researchers examined results from 1191 responses from students attending a community college in the Mid-Atlantic United States. The study further explored the predictive power of four factors—career decision self-efficacy, career locus of control, education-employment connection, and intent to return—on both intent to return and on actual return to the college. Results indicated that intent to return was significantly predictive of actual return among this community college population. Additionally, age and gender differences, along with differences in the various psychological factors had differential impacts on each other, as well as on intent to return and subsequent return. Implications are discussed.     

Peer Coaching of At-Risk Students in a Remedial Mathematics Course

Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students’ affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a) incorporating the teaching of study skills into an elementary algebra course; and (b) identifying at-risk students and assigning these students “coaches,” who functioned both as tutors and counselors, providing regular personalized assistance. The results showed that the attrition rate was significantly lower in the treatment groups, and the overall passing rate for coached students was significantly higher.     

Early childhood education on‐line: Challenges and rewards

Abstract

This paper describes our collaborative experiences in the process of developing, designing, and facilitating an online graduate level course in early childhood education. Data collection strategies included: pre/post course questionnaires, informal conversations with students, and university course evaluations. This information described the experiences of novice computer users as they engaged in their content area (early childhood education) and also developed expertise in navigating the computer environment.     

UNDERSTANDING THE CHILD'S PERSPECTIVE: PRESERVICE TEACHERS SEE THE CLASSROOM WITH NEW EYES

It is difficult for teacher candidates (university preservice teachers) to accept and use an innovative teaching method or strategy if they do not have an opportunity to actually engage in using the method or see it modeled in an early childhood classroom. Teacher candidates used Project Approach to learn about multicultural education. Their own work demonstrated the value of using Project Approach and helped to deepen their belief in the importance of multicultural education and cultural perspectives. In addition, the candidates themselves became engaged learners. They took responsibility for their own learning and demonstrated that teaching and learning for themselves and for children can be meaningful when using constructivist theory.     

物流

随着时代的进步,物流早已发展成为企业乃至个人日常生活中不可或缺的重要一环。物流的历史始于二战时期,美军围绕战争物资供应而建立的"后勤"体系。后来,"后勤"体系被移植到现在经济生活中,也逐渐演变为今天的物流。     

Barriers to Interorganizational Information Sharing in e-Government: A Stakeholder Analysis

Government agencies often face trade-offs in developing initiatives that address a public good given competing concerns of various constituent groups. Efforts to construct data warehouses that enable data mining of citizens’ personal information obtained from other organizations (including sister agencies) create a complex challenge, since privacy concerns may vary across constituent groups whose priorities diverge from agencies’ e-government goals. In addition to privacy concerns, participating government agencies’ priorities related to the use of the information may also be in conflict. This article reports on a case study of the Integrated Non-Filer Compliance System used by the California Franchise Tax Board for which data are collected from federal, state, and municipal agencies and other organizations in a data mining application that aims to identify residents who under-report income or fail to file tax returns. This system pitted the public good (ensuring owed taxes are paid) against citizen concerns about privacy. Drawing on stakeholder theory, the authors propose a typology of four stakeholder groups (data controllers, data subjects, data providers, and secondary stakeholders) to address privacy concerns and argue that by ensuring procedural fairness for the data subjects, agencies can reduce some barriers that impede the successful adoption of e-government applications and policies. The article concludes that data controllers can reduce adoption and implementation barriers when e-government data mining applications rely on data shared across organizational boundaries: identify legitimate stakeholders and their concerns prior to implementation; enact procedures to ensure procedural fairness when data are captured, shared, and used; explain to each constituency how the data mining application helps to ensure distributive fairness; and continue to gauge stakeholders’ responses and ongoing concerns as long as the application is in use.