Understanding Experiential Learning through Work-Based College Coursetaking: Evidence from Transcript Data Using a Text Mining Technique. CCRC Working Paper No. 131

Autor/in	Zhou, Rachel Yang
Institution	Columbia University, Community College Research Center (CCRC)
Titel	Understanding Experiential Learning through Work-Based College Coursetaking: Evidence from Transcript Data Using a Text Mining Technique. CCRC Working Paper No. 131
Quelle	(2023), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Experiential Learning; Internship Programs; Practicums; Two Year Colleges; Undergraduate Study; Outcomes of Education; Career Readiness; Education Work Relationship; Employment Potential; Females; College Students; Income; Gender Differences; Age Differences; College Graduates; Employment Level + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Berufspraktische Ausbildung; Practicum; Praktikum; Praktika; Grundstudium; Lernleistung; Schulerfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Weibliches Geschlecht; Collegestudent; Einkommen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Hochschulabsolvent; Hochschulabsolventin; Beschäftigungsgrad
Abstract	Experiential learning is critical to a smooth transition from higher education to the workforce. Work-based college courses, such as internships and practicums, may be useful in facilitating this transition. This paper applies an innovative text mining technique to identify and analyze work-based courses from transcript data. The paper examines patterns and post-degree labor market outcomes of taking work-based courses at two-year and four-year colleges in a large public college system. Findings show that approximately 15% of enrollees and 30% of graduates took a work-based course in the six years after college entry. Students typically earned credits from work-based courses, and they typically took the courses in later years of their programs. Moreover, work-based coursetaking varied largely across fields of study as well as colleges. While there was no significant racial disparity, female students, students who were younger at enrollment, and U.S.-born students were more likely to take the courses than their counterparts. Results show a positive association between work-based coursetaking in college and the probability of being employed after degree completion among both two-year and four-year degree completers, a positive association with post-degree earnings among four-year completers, and a negative association with post-degree earnings among two-year completers. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01