The Grizzly, February 15, 2001

Deadly Earthquake Affects Students a World Away • First Annual Freshman Dance a Smashing Success • Borough Council Votes to Remove Local Dam • Pledging at Ursinus now Known as New Member Education • Is UC Housing in Danger of Overpopulation? • Opinions: No Spot for You; Should the Government Give Money to Faith-based Charities?; Students Should Choose Socks Wisely • Men\u27s Basketball Hopes to Finish Atop East Conference • Indoor Track Positive About Season • Coach Leads Gymnastics to big win • Wrestling Squad Finds Success on the mat in Weekend Tri-match • Women\u27s Swimming Falls in Battle with Bryn Mawr • Lady Bears\u27 Hussey Sets School Record in big win Over Conference Foe • Staying Healthy with Help from Wismerhttps://digitalcommons.ursinus.edu/grizzlynews/1483/thumbnail.jp

The Grizzly, November 2, 2000

Students Rally to End Sexual Assault, Violence • Homecoming Case Closed, all Charges Dropped • Scuffle at Duryea Still Being Investigated • UC House of Horrors: Children Enjoy Ghoulish Experience • Operation Christmas Child • Goldstein Appointed Hillel Director • Study Abroad in London, Florence Next Fall • Annual Halloween Decorating Contest Winners Announced • Opinions: Where\u27s the Rush? Shortening of Rushing Activities has Some Greeks Angry, Upset; Up in Smoke: Non-smokers Fed up with UC Students Lighting up; Gore Does More to Combat Hate Crimes; Are we too old for Halloween?; A Vote for Al Gore is a Vote for our Future; Don\u27t Waste Your Vote on Majority Party Candidates, Elect Nader Nov. 7; Amidst Campus Safety Concerns, are IDs the Answer?; Rewards of Mideast Outweigh Risks for one UC Student • Students Make MTV Debut on \u27Total Request Live\u27 • Gone with the Wind: Bears Drop Heartbreaker to Mules on Blustery Day • It\u27s Madness!: Hoops Squad Scores Big with Annual Slam-dunk, Kick-off Festivities • Volleyball Drops Season Finale to Conference Rival • Men\u27s Soccer Falls to Fords • Men\u27s Lacrosse Gears up for Spring Season • Breast Cancer: What College Students Need to Know • Annual Health Fair Acquires new Name, Attitude • Tips for Female Lifters to Make it big in the Weight Room • Bears Field Hockey Rocks Rider, Finishes Season with Patriot League Win • XC Takes on WMC Course at Conference Champshttps://digitalcommons.ursinus.edu/grizzlynews/1477/thumbnail.jp

Mapping the Journey of Community College Honors Students: Toward the Identification and Duplication of Student Success

In an effort to build a diverse, scalable Honors Program, this research considers two major issues that community college Honors Programs often face: homogeneity amongst its membership and the growing percentage of developmental students amongst the general college population. Surveys conducted in the Fall of 2012 at The Community College of Baltimore County (CCBC) confirm that the CCBC Honors Program suffers from demographic issues shared by many community college Honors Programs nationally, whose students are often younger, more affluent, and more likely to be White than their classmates in the college general population. Meanwhile, community colleges face an ever-increasing percentage of students with developmental educational needs. To better reflect the general community college's population, Honors Programs, whether they seek growth or simply program maintenance, must find ways to diversify their program enrollment by attracting students who have recently completed developmental coursework and may not have the initial academic self-confidence to apply. This project takes a qualitative, success-based approach to research at the community college, seeking ways to diversify Honors Programs. Through intensity sampling of students at CCBC, focus group and interview research was conducted with 29 students who began their coursework in developmental education, many from underrepresented populations, including Black/African-American students, first-generation college students, and students of nontraditional college age. This research highlighted several similar components of the successful, and perhaps unlikely, Honors students' journey, from their starting location, through their early progress, and impediments to their advancement. From these students' journeys, the study includes recommendations for program reforms that can lead to an increase in Honors applications amongst students originating in developmental education and a methodological approach to Honors research that privileges student voice, most importantly that of Honors students from underrepresented populations

Mapping the Journey of Community College Honors Students: Toward the Identification and Duplication of Student Success

In an effort to build a diverse, scalable Honors Program, this research considers two major issues that community college Honors Programs often face: homogeneity amongst its membership and the growing percentage of developmental students amongst the general college population. Surveys conducted in the Fall of 2012 at The Community College of Baltimore County (CCBC) confirm that the CCBC Honors Program suffers from demographic issues shared by many community college Honors Programs nationally, whose students are often younger, more affluent, and more likely to be White than their classmates in the college general population. Meanwhile, community colleges face an ever-increasing percentage of students with developmental educational needs. To better reflect the general community college's population, Honors Programs, whether they seek growth or simply program maintenance, must find ways to diversify their program enrollment by attracting students who have recently completed developmental coursework and may not have the initial academic self-confidence to apply. This project takes a qualitative, success-based approach to research at the community college, seeking ways to diversify Honors Programs. Through intensity sampling of students at CCBC, focus group and interview research was conducted with 29 students who began their coursework in developmental education, many from underrepresented populations, including Black/African-American students, first-generation college students, and students of nontraditional college age. This research highlighted several similar components of the successful, and perhaps unlikely, Honors students' journey, from their starting location, through their early progress, and impediments to their advancement. From these students' journeys, the study includes recommendations for program reforms that can lead to an increase in Honors applications amongst students originating in developmental education and a methodological approach to Honors research that privileges student voice, most importantly that of Honors students from underrepresented populations