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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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Lessons From Two Experimental Studies of Multiple Measures Assessment
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Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color
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Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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How do students from different disciplines perceive the concept of “data”?: A visual elicitation method
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He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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Quality of Life Differences: First-Generation and Generational College Students at Baylor University
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How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons From Three Tennessee Community Colleges
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Abstract:
Guided pathways reforms are emerging as a promising strategy for improving student outcomes and closing equity gaps at community colleges, but little is known about how the guided pathways approach can help address challenges facing adult students. This report discusses strategies that three Tennessee community colleges that have implemented guided pathways reforms— Motlow State Community College, Nashville State Community College, and Pellissippi State Community College—are using to support adult students in three core areas: helping students choose and enter a program of study, keeping students on their path, and promoting student learning. The authors also discuss plans the institutions have for the further strengthening of support for adult students. The report draws upon interviews conducted with faculty, student support staff, and administrative staff at the three colleges as well as on focus groups conducted with adult students at each college. Motlow State, Nashville State, and Pellissippi State are providing innovative models for addressing the needs of adult students by including targeted supports within guided pathways reforms. Differing needs within the adult student population and overlapping needs shared by many adult and traditional-age students call for a multi-pronged strategy to support adult students, consisting of: Universal policies and services critical in promoting success for all students, which are embedded in guided pathways reforms (e.g., mandatory college onboarding activities, career and program exploration, advising). Targeted supports recognizing the challenges and opportunities of adult learners (e.g., flexible scheduling, designated point of contact for adult students, family-friendly spaces and events). Personalized supports tailored to the needs of adults as individuals (e.g., mentoring and coaching, intake surveys to identify students’ needs and interests).
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Keyword:
Adult college students--Services for; Community college students--Services for; Community colleges
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URL: https://doi.org/10.7916/d8-jvpv-sp82
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Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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Opinion Writing of Native Spanish and Native English Speakers in College Developmental Education Courses
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Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success
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The Overlooked Working Majority: Supporting Working Adult Learners at California Community Colleges with Intentionality
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英語課後輔導計畫對小學生英語學習及大學生輔導員之成效研究 ; Effectiveness of an Afterschool English Tutoring Program for Elementary School Students and College Tutors
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Suicide Prevention Among College Students Before and During the COVID-19 Pandemic: Protocol for a Systematic Review and Meta-analysis
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In: Publisher (2021)
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First-Generation Women Students’ Perceptions of Support While Enrolled in Higher Education Institutions: A Phenomenological Study
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In: Electronic Theses and Dissertations (2021)
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An Exploration of Self-Determination of First-Generation College Students: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2021)
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College Students' Experiences of Race-Related Bias or Hatred in Their Lifetimes and COVID-19 Era
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In: Health Policy and Community Health Faculty Publications (2021)
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