Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010

More community college students are taking out loans than ever before and their median debt levels are increasing. This trend is disconcerting because community college borrowers are overrepresented among loan defaulters and those who dropout without having earned a degree. While not without criticism, a growing number of community colleges are choosing not to participate in the federal student loan programs, citing a desire to protect their students from future financial hardships. This study used data from the Beginning Postsecondary Student (BPS:04/09) survey and propensity score matching techniques to examine the effects of loans on persistence for students enrolled in associate's degree programs. Results indicated that borrowing during the 1st year had a positive effect on persistence at the end of year one, but had a negative effect on persistence measured three and 6 years after initial enrollment. As community college students assess their prospects for degree completion and the return on their financial investment in higher education, we hypothesize that borrowers are more likely to become dissatisfied with their investment decision than non-borrowers and choose to dropout rather than take on additional loan debt. Findings from this study suggest the need to carefully reconsider current policies and practices regarding loan use among community college students.

In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring semesters among first-year community college students. Results indicate that when controlling for other relevant predictors of persistence, filing a FAFSA was associated with higher odds of within-year persistence among all students and was particularly strong for the restricted sample of students enrolled part time. The implications of these findings are discussed in light of the national completion agenda and recent calls to improve the utilization of financial aid among community college students.

For this study, we analyzed the relationship between intrusive academic advising and community college student success. Utilizing a qualitative, single-case study design, we conducted interviews with 12 students who participated in an intrusive advising program at a large, urban community college in Texas. Analysis of the interview data revealed the benefits, limitations, and contributions to success of intrusive advising. This study addresses a notable gap in the extant literature, as few researchers have published empirical examinations on the impact of intrusive academic advising within the community college context. The findings can be used to improve the delivery of academic advising and student support services at community colleges.

This study examined the nature and degree of organizational change that occurs when community colleges offer their own baccalaureate degree programs. Utilizing qualitative research methodology, we investigated how executive administrators at two Florida colleges managed this momentous change process and how this transformation has affected their colleges’ day-to-day operations. Our findings shed light on several important themes that emerged in interviews with the administrators: justifying the need for the degree, acquiring state approval and regional accreditation, modifying existing college policies and services, meeting challenges that are inherent in this transition, and developing strategies for leading this institutional transformation. Our goal was to provide a better understanding of this multifaceted organizational change process to help community college stakeholders make educated decisions regarding the introduction of 4-year degree programs at their institutions.