Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (4)
- Social and Behavioral Sciences (3)
- Curriculum and Instruction (2)
- Academic Advising (1)
- Arts and Humanities (1)
-
- Communication (1)
- Community College Leadership (1)
- Computer Sciences (1)
- Criminology and Criminal Justice (1)
- Educational Methods (1)
- Educational Psychology (1)
- Educational Sociology (1)
- Information Security (1)
- Language and Literacy Education (1)
- Legal Studies (1)
- Organizational Communication (1)
- Physical Sciences and Mathematics (1)
- Prison Education and Reentry (1)
- Reading and Language (1)
- Rhetoric and Composition (1)
- Sociology (1)
- Student Counseling and Personnel Services (1)
- Keyword
-
- Transfers (2)
- Active learning (1)
- Articulation (1)
- Colleges and universities (1)
- Community college (1)
-
- Computer security (1)
- Cooperative learning (1)
- Critical thinking (1)
- Criticisms (1)
- Curriculum (1)
- Enrollment (1)
- Group activities (1)
- Group experience (1)
- Higher education (1)
- Higher education institutions (1)
- Literature reviews (1)
- Master's level (1)
- Pathways (1)
- Perceptions (1)
- Program development (1)
- Proponents (1)
- Sociology (1)
- Student surveys (1)
- Students (1)
- Teamwork (1)
- Transfer (1)
- Undergraduate students (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Attitudes About Cybersecurity Articulation Agreements And Transfer Students: A Statewide Survey Of Faculty Members And Advisors, Brian K. Payne, Tracy Vandecar-Burdin, Daniela Cigularova
Attitudes About Cybersecurity Articulation Agreements And Transfer Students: A Statewide Survey Of Faculty Members And Advisors, Brian K. Payne, Tracy Vandecar-Burdin, Daniela Cigularova
Sociology & Criminal Justice Faculty Publications
In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.
"Can A Poem Stop A Jail From Being Built?" On Fugitive Counter-Ethics As Prison Pedagogy, Meghan Mcdowell, Alison Reed
"Can A Poem Stop A Jail From Being Built?" On Fugitive Counter-Ethics As Prison Pedagogy, Meghan Mcdowell, Alison Reed
Sociology & Criminal Justice Faculty Publications
(First paragraph) In 2016, we began facilitating a reading group at the Norfolk City Jail. Once a week during the semester, we met with six to eight men who qualified for "program privileges" and thus were given the option by jail staff to participate in the reading group. Each week we gathered to discuss the day's reading in what passed for a classroom inside the jail: a noisy corridor that connected two cellblocks. Against one wall there were four white picnic tables, bolted down to the floor, stacked one after the other. Though those accommodations were better suited for cafeteria-style …
Community College For All: How Two-Year Criminal Justice Transfer Students Perceive Their Educational Experience, Elizabeth Monk-Turner, John Allen, John Casten, Cathy Cowling, Charles Gray, David Guhr, Kara Hoofnagle, Jessica Huffman, Moises Mina, Brian Moore
Community College For All: How Two-Year Criminal Justice Transfer Students Perceive Their Educational Experience, Elizabeth Monk-Turner, John Allen, John Casten, Cathy Cowling, Charles Gray, David Guhr, Kara Hoofnagle, Jessica Huffman, Moises Mina, Brian Moore
Sociology & Criminal Justice Faculty Publications
[Introduction] President Obama and others have called for free community college-- "America's College Promise." Yet controversy surrounds the community college system, with proponents emphasizing the educational opportunities provided while critics bemoan the high dropout rate and lack of equality of educational outcomes. Little research explores how students perceive their educational experiences at two-year colleges. This article explores community college strengths and weaknesses as perceived by a sample of successful criminal justice transfer students. During qualitative interviewing, students reported that they had a positive experience at community college and that it allowed them to prepare to be successful at university. Expense, …
Criminology And Criminal Justice: Differences In Programs At The Master's Level, Ruth Triplett, Elizabeth Monk-Turner
Criminology And Criminal Justice: Differences In Programs At The Master's Level, Ruth Triplett, Elizabeth Monk-Turner
Sociology & Criminal Justice Faculty Publications
Our aim in this work is to: (1) determine how distinct the program structure and curriculum content for graduate education in Criminology was compared to Criminal Justice; and (2) evaluate whether the diversity or consistency of the curriculum in either field varied depending of what type of department was offering the degree. Differences in department titles, hours required for the M.A. degree, program descriptions, curriculum content and curriculum content by department type between M.A. programs in Criminology and Criminal Justice were examined. The results suggested there is both consistency and difference in program structure and in curriculum content across the …
Improving Group Work: Voices Of Students, Brian K. Payne, Elizabeth Monk-Turner, Donald Smith, Melvina Sumter
Improving Group Work: Voices Of Students, Brian K. Payne, Elizabeth Monk-Turner, Donald Smith, Melvina Sumter
Sociology & Criminal Justice Faculty Publications
Group work is increasingly being used in a variety of college courses. A number of strengths have driven the increase in the use of this form of collaborative learning. Still, a number of problems potentially limit the use of group projects. In this study, we report on research in which we examined how students recommended changing group projects. Results are categorized into student-centered themes and faculty-centered themes. Implications are provided.