Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math

Some 60 percent of the nation's 13 million community college students are unprepared for college-level courses and must enroll in at least one developmental course....[and] less than a quarter of students in developmental math courses earn a degree or credential within eight years.Faced with a long sequence of pre-college-level, non-credit courses, often repeating math material they've failed before, half of them quit within the first few weeks of enrolling in the courses. They quit because they believe they aren't smart enough to do math, that the class itself has little relevance to their personal or academic goals, and that they don't really belong in the course or in college at all. And because such students cannot get to graduation if they cannot get past mathematics, the result is not just a dropped class, but the end of college and the economic insecurity that often results from not earning a degree. This report examines the success of the Pathways programs created by the Carnegie Foundation for the Advancement of Teaching which is currently being taught in 28 different community colleges nationwide. The Pathways program differs from traditional developmental math courses in that it is a yearlong class for academic credit with fewer students dropping out, most earning college credit toward graduation, and some even discovering a predilection for mathematics

Dunstable College (FEFC inspection report; 07/94 and 02/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 (07/94), and 1999-2000 (02/00). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. "Dunstable College is the smallest of the four colleges of further education in Bedfordshire. The college draws its students mainly from the Luton and Dunstable conurbation. In addition to the courses provided at the college a developing range of courses are provided at 15 community-based locations throughout Dunstable, Luton and the surrounding area." - Page 1

Nerd Harassment and Grade Inflation: Are College Admissions Policies Partly Responsible?

[Excerpt] In the eyes of American parents, college admissions officers control the single most important gate their children will ever pass through. Nearly all parents hope their child will go to college. Perceptions of what it takes to get into preferred colleges and universities profoundly affect the courses students take, the standards teachers set and the effort students put out. Many (but not all) of the admissions selection criteria favored by American colleges and universities unwittingly create incentives for educationally dysfunctional behavior by secondary school students, teachers and administrators and by voters in school budget referendums. How can college admissions criteria be causing so many problems? Some selection criteria are fine: the rigor and challenge of academic courses should be given heavy weight as should externally assessed achievement in these courses. This will induce students to take challenging courses and to work hard in them. They also induce administrators to offer rigorous courses (eg. AP and IB courses) and to hire teachers who have the thorough content background necessary to teach them. Most of the other commonly used selection criteria— aptitude test scores, rank in class, high school GPA, rank in class and high school reputation—send as many pernicious signals as they send positive signals

Special Issue

Offices Move To Chapman -- HUNDRED FACULTY ARRIVE -- Beistline Named First College Provost -- Hullinger Takes Comptroller Post -- New University Relations Director Is Writer and Administrator -- Campus Services Add Several Staffers -- COLLEGE OF ARTS AND LETTERS -- Announces Twenty-Four New Faculty -- Behavioral Sciences, Education Expand -- University Offers New Courses In Several Ethnic Cultures -- Ecology Courses Offered For First Time This Fall -- Anchorage College Announces New Faculty and Staff -- Business, Economics and Government Faculty -- Library Course Replaces Required Test -- Three New Profs in Biological Sciences -- New College Staff -- Coop Extension Staff -- University Initiates Sea-Grant Program -- Three New Faculty in Earth Sciences College -- ON THE COLLEGE CAMPUS -- Physical Sciences Add Eleven Faculty -- New Engineer At IAEE -- Research Institutes Add Professionals -- New Faces at the Institutes -- Musk Ox, Arctic Health -- Six New at Geophysical Institute -- More New Staff -- Community Colleges, Statewide Service

Comparing the Effects of Various Exercise Regimens on Anxiety Levels in College Aged Students

Generalized anxiety disorder is described as excessive and inappropriate worrying that is persistent and not restricted to particular circumstances. Anxiety has recently surpassed depression as the number one mental health disorder on college campuses. Multiple studies have shown that exercise reduces anxiety symptoms and feelings of stress. Many students enroll in physical activity courses due to college requirements, or as a way to engage in regular physical activity. On our campus, yoga and pilates are two of the most popular physical activity courses and require two 50-minute sessions each week. The purpose of this study was to determine whether participation in these courses has a significant impact in reducing anxiety in a traditional college population. We surveyed students enrolled in either a yoga or pilates class and compared their responses to a control group not enrolled in a physical activity course

Unlocking Doors and Expanding Opportunity: Moving Beyond the Limiting Reality of College and Career Readiness in California High Schools

Examines how many low-income students and students of color complete neither the courses required to apply to a four-year public university nor career technical education courses. Calls for integrated, equitable approaches to college and career readiness

The Relationship Between Prior Experiences in Mathematics and Pharmacy School Success

Objective. To assess students’ pre-pharmacy math experiences, confidence in math ability, and relationship between experiences, confidence, and grades in math-based pharmacy courses. Methods. A cross-sectional survey of first year to third year pharmacy students was conducted. Students reported type of pre-pharmacy math courses taken, when they were taken [high school (HS) vs. college] and year of HS and college graduation. Students rated their confidence in math ability using the previously validated 11-item Fogerty Math Confidence Scale (Cronbach alpha=0.92). Math grade point average (GPA), Pharmacy College Admission Test quantitative (PCAT quant) scores, and grades (calculations and kinetics) were obtained from transcripts and school records. Spearman correlation and multivariate linear regression were used to compare math experiences, confidence, and grades. Results. There were 198 students who reported taking math courses 7.1 years since HS graduation and 2.9 years since their last schooling prior to pharmacy school. Students who took math courses with more time since HS/last schooling had lower calculations and kinetics grades. Students reporting having taken more HS math courses had better calculations grades. Students with higher math GPA, and PCAT quant scores also had higher calculations and kinetics grades. Greater confidence in math ability was associated with higher calculations grades. In multivariate regressions, PCAT quant scores and years since HS independently predicted calculations grades, and PCAT quant scores independently predicted kinetics grades. Conclusion. The number of pre-pharmacy math courses and time elapsed since they were taken are important factors to consider when predicting a pharmacy student’s success in math-based pharmacy school courses

Improving Student Success by Strengthening Developmental Education in Community Colleges: The Role of State Policy

Outlines the need to strengthen community college students' basic English and math skills as required for college courses in order to meet workforce needs. Describes promising approaches to improving developmental education and recommends state policies

Improving and Assessing Information Literacy Skills through Faculty-Librarian Collaboration

This article addresses ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between Dr. Amy Dailey and the reference librarians at Gettysburg College

Cirencester College (FEFC inspection report; 04/94 and 68/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1993-94 (04/94), and 1997-98 (68/98). The FEFC has a legal duty to make sure further education in England is properly assessed. Inspections and reports on each college of further education are conducted according to a four-year cycle. Cirencester College in Gloucestershire is a major provider of further education courses for the south-east region of the Cotswolds with a rapidly developing portfolio of courses for school leavers and adults