590 research outputs found
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Noncredit Education in Community College: Students, Course Enrollments, and Academic Outcomes
The past two decades have seen a noticeable increase in noncredit instructional offerings in postsecondary education. While noncredit programs have been advocated as a promising way to address educational equity, knowledge about the noncredit sector, such as the types of students enrolled in noncredit courses and their academic outcomes, is sparse. Drawing upon a rich dataset that includes transcript and demographic information on both for-credit and noncredit students in nine community colleges in one state, this study explores the demographic and academic profiles of students enrolled in various fields of noncredit education, their academic outcomes and progress, and potential factors that influence noncredit course completion and transition to the for-credit sector
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Strengthening Transfer Paths to a Bachelor’s Degree: Identifying Effective Two-Year to Four-Year College Partnerships
While the academic preparation of students for vertical transfer from two- to four-year colleges has traditionally been viewed as the major responsibility of the home institutions, there is a growing consensus that the receiving institutions play a critical role in facilitating the transfer process and in supporting students’ academic success after transfer. The goal of improving transfer outcomes cannot be fully achieved until colleges nationwide are provided with commonly accepted metrics and methods for measuring the effectiveness of transfer partnerships.
Using the individual term-by-term college enrollment records from the National Student Clearinghouse for the entire 2007 fall cohort of first-time-in-college community college students nationwide, this paper introduces a two-stage, input-adjusted, value-added analytic framework for identifying partnerships of two- and four-year institutions that are more effective than expected in enabling community college students to transfer to a four-year institution and earn a bachelor’s degree in a timely fashion. In doing so, the authors provide a description of transfer patterns nationwide, broken out by key institutional characteristics. Recommendations and cautions for using this framework to evaluate and benchmark institutional performance in terms of supporting the academic success of vertical transfer students for baccalaureate attainment are also discussed
Semi-Cycled Generative Adversarial Networks for Real-World Face Super-Resolution
Real-world face super-resolution (SR) is a highly ill-posed image restoration
task. The fully-cycled Cycle-GAN architecture is widely employed to achieve
promising performance on face SR, but prone to produce artifacts upon
challenging cases in real-world scenarios, since joint participation in the
same degradation branch will impact final performance due to huge domain gap
between real-world and synthetic LR ones obtained by generators. To better
exploit the powerful generative capability of GAN for real-world face SR, in
this paper, we establish two independent degradation branches in the forward
and backward cycle-consistent reconstruction processes, respectively, while the
two processes share the same restoration branch. Our Semi-Cycled Generative
Adversarial Networks (SCGAN) is able to alleviate the adverse effects of the
domain gap between the real-world LR face images and the synthetic LR ones, and
to achieve accurate and robust face SR performance by the shared restoration
branch regularized by both the forward and backward cycle-consistent learning
processes. Experiments on two synthetic and two real-world datasets demonstrate
that, our SCGAN outperforms the state-of-the-art methods on recovering the face
structures/details and quantitative metrics for real-world face SR. The code
will be publicly released at https://github.com/HaoHou-98/SCGAN
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