Valuable Learning or "Spinning Their Wheels"? Understanding Excess Credits Earned by Community College Associate Degree Completers

Autor/in	Zeidenberg, Matthew
Titel	Valuable Learning or "Spinning Their Wheels"? Understanding Excess Credits Earned by Community College Associate Degree Completers
Quelle	In: Community College Review, 43 (2015) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552115571595
Schlagwörter	College Credits; Associate Degrees; Two Year College Students; Community Colleges; Measures (Individuals); Graduation; Accountability; Efficiency; Student Costs; Paying for College; College Programs; Case Studies; Business Administration Education; Academic Records; Nursing Education; Enrollment Rate; General Education + Suchen Sie Ihr Suchwort? College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Messdaten; Abschluss; Graduierung; Verantwortung; Effectiveness; Effektivität; Wirkungsgrad; Studienkosten; Studienfinanzierung; Studienprogramm; Case study; Fallstudie; Case Study; University; Universities; Publication; Universität; Akademieschrift; Publikation; Pflegepädagogik; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Objective: Excess credits earned by college students, over and above those required to complete their programs of study, have become increasingly a subject of interest and concern. There has been almost no research on the extent of these credits. This study focuses on all of the associate degree programs within one state's community college system and measures the extent of excess credits within each program. Method: I created a measure of the number of excess credits earned relative to all credits earned and measured the extent to which colleges and programs vary in the levels of excess credits. Within particular academic programs, such as business, nursing, and general studies, I generated measures of the extent to which programrelated and general education courses create excess credits. I examined the transcripts of some students who have earned excess credits, to see specifically what they did. Results: I take no normative position on the usefulness or harm of excess credits, but instead explore some of the factors that may generate them. Contribution: I suggest some policies that might be implemented to reduce excess credits, if desired. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01