Changing and Evolving Relationships between Two- and Four-Year Colleges and Universities: They're Not Your Parents' Community Colleges Anymore

Labov, Jay B.

doi:10.1187/cbe.12-03-0031

Cited by 34 publications

(39 citation statements)

References 4 publications

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“…27 Type of school was categorized as 4-year or 2-year (community college) depending on the type of degree program predominantly offered. 28 …”

Section: Methodsmentioning

confidence: 99%

Alternative Tobacco Use among College Students: Who is at Highest Risk?

Enofe¹,

Berg²,

Nehl³

2014

Am J Hlth Behav

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Objective To examines smoking status, substance use, sociodemographics, and psychosocial characteristics in relation to alternative tobacco use among college students. Methods Current tobacco use (cigarettes, cigar-like products, hookah, chew, snus) and correlates (sociodemographics, sensation-seeking, attitudes toward tobacco and smokers, social factors) were assessed among students aged 18-25 at 6 Southeastern US colleges using an online survey. Results Those who were younger, male, black, cigarette and marijuana users, and demonstrating at-risk psychosocial factors were at increased risk of alternative tobacco product use (p < .001). Among current smokers, never daily nondaily smokers were 3 times as likely as former daily non-daily smokers and daily smokers to use alternative tobacco products (p < .001). Conclusions Important risk factors for alternative tobacco use included important sociodemographic and psychosocial characteristics.

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“…27 Type of school was categorized as 4-year or 2-year (community college) depending on the type of degree program predominantly offered. 28 …”

Section: Methodsmentioning

confidence: 99%

Alternative Tobacco Use among College Students: Who is at Highest Risk?

Enofe¹,

Berg²,

Nehl³

2014

Am J Hlth Behav

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“…Due to the current challenging economic climate, the growing attractiveness of the local community college, with low cost and added convenience, shows in the quickly growing enrollments at community colleges (American Association of Community College, 2011). Consequently, policy makers now underscore the need to understand the challenges of transferring from a community college to a 4-year institution as well as effective methods to improve community college transfer rates (Labov, 2012).…”

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confidence: 99%

“…Many STEM careers now require a 4-year degree (Carnevale, Smith, & Strohl, 2010). However, fewer than 10% of community college students nationwide select STEM majors, choosing business, education, or another field instead (Labov, 2012). The pool of STEM transfers grows more depleted as students progress through the required classes: Bettinger ( , described in Labov, 2012 reported that fewer than 15% of initial STEM degree aspirants eventually earn an associate's degree in a STEM field.…”

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confidence: 99%

Advising and Progress in the Community College STEM Transfer Pathway

Packard

Jeffers

2013

NACADA Journal

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Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursu ing science and technology transfer-based pro grams of study participated in phenomenological interviews. Students described how professors, major advisors, and transfer office staff supported their progress by providing accurate information or referring them to helpful resources; students learned answers to unasked questions and stayed on track to transfer. Interactions impeded pro gress when initial advisors, in particular, provid ed misinformation, leading to frustration and costly delays. Implications for future research and practice are discussed.

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“…However, as more faculty become informed that undergraduate research experiences are a documented high-impact practice (Kuh, 2008), CCs across the country are beginning to emphasize them and provide their student populations with authentic research programs (Wei and Woodin, 2011; Bangera and Brownell, 2014), such as the Community College Undergraduate Research Initiative (Berrett, 2012; Hensel and Cejda, 2014). This trend is particularly important, as CCs serve student populations more diverse than 4-year colleges (Labov, 2012). Participation in an authentic research experience has been shown to be an effective strategy to lessen the performance gap and increase the retention of students from backgrounds traditionally underrepresented in STEM (American Institutes for Research, 2012).…”

Section: Discussionmentioning

confidence: 99%

The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types

Brancaccio-Taras

Pape-Lindstrom

Peteroy-Kelly

et al. 2016

LSE

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This paper describes the development and validation of the PULSE Vision & Change Rubrics, version 1.0, a reliable tool for measuring departmental change. It was found that liberal arts institutions are farther along in implementing the recommendations of Vision and Change and that institutions overall earned the highest scores on the Curriculum rubric and the lowest scores on the Assessment rubric.

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Changing and Evolving Relationships between Two- and Four-Year Colleges and Universities: They're Not Your Parents' Community Colleges Anymore

Cited by 34 publications

References 4 publications

Alternative Tobacco Use among College Students: Who is at Highest Risk?

Alternative Tobacco Use among College Students: Who is at Highest Risk?

Advising and Progress in the Community College STEM Transfer Pathway

The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types

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