One Goal, Two Institutions: How a Community College and 4-Year University Partner to Bridge Student College Readiness Gaps

Autor/inn/en	Wilson, Dawna; Lowry, Kimberly M.
Titel	One Goal, Two Institutions: How a Community College and 4-Year University Partner to Bridge Student College Readiness Gaps
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 4-5, S.267-272 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1251350
Schlagwörter	Community Colleges; College Readiness; Partnerships in Education; Intercollegiate Cooperation; Remedial Programs; College Programs; Questionnaires; Demography; Likert Scales; Student Characteristics; Transitional Programs; Outcomes of Education; Student Attitudes; Academic Support Services + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulpartnerschaft; Hochschulkooperation; Förderprogramm; Studienprogramm; Fragebogen; Demografie; Likert-Skala; Lernleistung; Schulerfolg; Schülerverhalten
Abstract	Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01