Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning.

Autor/inn/en	Keeton, Morris; Clagett, Craig A.; Engleberg, Isa N.
Institution	Richard and Hinda Rosenthal Foundation, New York, NY.; Maryland Univ., College Park. Univ. Coll.
Titel	Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning.
Quelle	(1998), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; Community Colleges; Cultural Differences; Curriculum Development; Educational Planning; Higher Education; Institutional Research; Minority Groups; Multicultural Education; Partnerships in Education; Program Development; Program Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Community college; Community College; Kultureller Unterschied; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Ethnische Minderheit; Multikulturelle Erziehung; Hochschulpartnerschaft; Programmplanung; Programme evaluation; Programmevaluation
Abstract	In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning. In doing so, both institutions developed new programs responsive to the needs of a diverse population of adult learners. This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college. Sections of the document include theory, research and planning, hypotheses regarding increased student achievement, the IRAHE study of risk and promise, and analyses of student success at PGCC. Information is also included about the R3 Academy, a two-semester program of developmental and credit instruction. Three tables help to explain achievement variance. In addition, the Data Action Memo, defined as a new communication tool for crossing boundaries and making connections between institutional research and planning, is discussed in relation to PGCC curriculum development. Appended is the first memo sent to academic administrators and chairpersons in the fall of 1997. (Contains 23 references.) (AS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC