Research About Community Colleges
Assessment
Benchmarking
Colleges and Their Students
Completion
Learning Communities
Retention
Student Engagement
Teaching and Learning
Undergraduate Education
Assessment
American Association for Higher Education (1992). Principles of Good Practice for Assessing Student Learning. Washington, DC: AAHE.
Banta, T.W. (2004). Community College Assessment. San Francisco: Jossey-Bass.
Banta, T.W. (2004). Hallmarks of Effective Outcomes Assessment. San Francisco: Jossey-Bass.
Banta, T.W. (2004). Portfolio Assessment: Uses, Cases, Scoring, and Impact. San Francisco: Jossey-Bass.
Banta, T.W., Lund J.P., Black, K.E., & Oblaner, F.W. (1995). Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass.
Cambridge, B (2001). Assessing the Real College Experience. AAHE Bulletin, 7–11.
Dowd, A. C. (under review). Performance in Community Colleges: The Emerging Culture of Inquiry.
Ouimet, J.A., Bunnage, J.C., Carini, R.M., Kuh, G.D., & Kennedy, J. (in press). Using Focus Groups, Expert Advice, and Cognitive Interviews To Establish the Validity of a College Student Survey. Research in Higher Education.
Ouimet, J.A. (2003). Assessment Measures: Community College Strategies: A Glimpse of Community & Technical College Students? Perceptions of Student Engagement. Assessment Update, 15(1).
Ouimet, J.A. (2001). Assessment Measures: The Community College Survey of Student Engagement. Assessment Update, 13(6).
Benchmarking
Pike, Gary R. (2013). NSSE Benchmarks and Institutional Outcomes.
Crumpley, J. (2006). Benchmarking with the Community College Survey of Student Engagement Website.
Marti, C. (2006). Benchmarking As Outcome and Process with the Community College Survey of Student Engagement.
Marti, C. (2006). Dimensions of Student Engagement in American Community Colleges: Using the Community College Student Report in Research and Practice.
McClenney, K. (2006, Summer 2006). Benchmarking Effective Educational Practice. New Directions for Community Colleges, 2006(134), 47-55. Retrieved September 4, 2009, doi:10.1002/cc.236
Using results from the Community College Survey of Student Engagement (CCSSE), community colleges can benchmark their performance with peer institutions on key indicators related to teaching, learning, and retention. This chapter offers an overview of the benchmarks and a focus on the challenges ahead.
McClenney, K. (2006). Benchmarking Effective Educational Practice in Community Colleges. (PowerPoint file).
McClenney, K. (2004, November). Redefining QUALITY in Community Colleges. Change, 36(6), 16-21. Retrieved September 4, 2009, from Academic Search Alumni Edition database.
Focuses on the benchmarking strategy in higher education at community colleges in the U.S. Information on the Community College Survey of Student Engagement (CCSSE); Significance of CCSSE on educational practice in community colleges in the country; Implication of the survey on quality improvement in colleges.
Seybert, J & Bers, T. (2006). Benchmarking: What is it and what are its limitations?.
IPEDS Data Set Cutting Tool Presentation
IPEDS Data Set Cutting Tool Practice Exercise
IPEDS Peer Analysis System Presentation
IPEDS Peer Analysis System Example Questions
NCES Data Analysis System Presentation
Colleges and Their Students
Atkins, S. & Wolfe C. (2003). Toward a New Way of Thinking and Learning: Becoming a Learning College. Learning Abstracts.
Critical thinking plays a vital role in moving a learning college forward on its journey. Read about how Surry Community College (NC) learned how to take critical thinking from the classroom to the entire institution.
Berkner, L., Hom, L., & Clune, M. (2000). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Three Years Later, With an Essay on Students Who Start at Less-Than-4-Year Institutions. National Center for Education Statistics (NCES No. 2000-154).
This report examines the persistence and degree attainment after three years for students who began postsecondary education in 1995–96. The essay focuses on students in less-than-four-year institutions, comparing those who started at public institutions with those who started at private, for-profit institutions. The analysis examines degree programs, goals, and enrollment patterns for the two sectors. One of the main questions addressed is why students who begin at less-than-four-year public institutions have lower rates of attainment than those who begin at private, for-profit institutions.
Coley, R. (2000). The American Community College Turns 100: A Look at Its Students, Programs, and Prospects. Educational Testing Service.
As the American community college reached its century mark, this report took stock of what and where the diverse institution is today. The paper aims to depict the diversity of today’s community college students and the myriad of programs and activities offered by these institutions. In addition, it outlines some of the challenges that must be faced as these institutions expand their agendas in response to the needs of the 21st century.
Greene, T.G., Marti, N.C., & McClenney, K. (2008). The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement. Journal of Higher Education, 79(5), 513-539.
This article examines student engagement within minority groups at community colleges. Engagement refers to the general effort level expended by students as well as the institutional environment that may or may not encourage positive educational practices. On average minorities have a greater level of risk factors that predict struggling in college. The authors found that African-American students had high levels of engagement but still struggled, indicating an effort-outcome gap. They surmise that the greater effort expended by these students is necessary to overcome their risk factors and underpreparedness.
Kojaku, L., & Nunez, A.M. (1999). Descriptive Summary of 1995–96 Beginning Postsecondary Students, With Profiles of Students Entering 2- and 4-Year Institutions. National Center for Education Statistics (NCES No. 1999-030).
This essay examines the characteristics and first-year behaviors of beginning postsecondary students entering the three largest institutional sectors. In particular, it explores the various ways in which students entering two-year and four-year institutions in 1995–96 differed from one another. For example, compared with students entering four-year institutions, public two-year institution entrants were more likely to be older, have independent financial status, have plans to complete a lower level of postsecondary education, and have obtained lower scores on college admission tests.
McClenney, K.M. (2007). Research Update: The Community College Survey of Student Engagement. Community College Review.
McClenney, K., & Greene, T. (2005, July). A TALE OF TWO STUDENTS: BUILDING A CULTURE OF ENGAGEMENT IN THE COMMUNITY COLLEGE. About Campus, 10(3), 2-7. Retrieved September 4, 2009, from Academic Search Alumni Edition database.
Presents two stories the best and worst time experienced by community college students in the U.S. Need for community colleges to redesign students' educational experiences; Link of institutional practices and student behaviors to higher levels of student learning and persistence; Details on the elements of the beginning-of-college experience for community college students.
Phillipe. K., & Valiga, M.J. (2000). Faces of the Future: A Portrait of America’s Community College Students, Summary Findings. American Association of Community Colleges.
In fall 1999, the American Association of Community Colleges and ACT, Inc., jointly conducted the first annual Faces of the Future survey. This nationally representative study of more than 100,000 students at 245 community colleges in 41 states surveyed both credit and noncredit students about many aspects of their community college experience. This report discusses some of the preliminary findings in the areas of computer skills, student population, student growth in academic and workplace skills, and satisfaction with community colleges.
Report: Community Colleges Challenged to Serve Diverse, Multi-Tasking Students. (2004, December 16). Black Issues in Higher Education, Retrieved September 4, 2009, from Academic Search Alumni Edition database.
Reports on the findings of the 2004 Community College Survey of Student Engagement which focused on students' experiences in community colleges in the U.S. Characteristics of community college students; Challenges facing community colleges according to CCSSE director Kay McClenney.
Scrivener, S., Weiss, M. & Teres, J. (2009). More Guidance, Better Results?. MDRC.
This study looks at three-year effects of an enhanced student services program at two community colleges.
VanDerLinden. K. (2002). Faces of the Future: A Portrait of America’s Community College Students, Credit Student Analysis: 1999 and 2000. American Association of Community Colleges.
Completion
Complete College America (September 2011)
2011 College Completition Data
Gonzales, J. (2010, October). To Improve Degree Completion, Scholars Suggest Focus on Metropolitan Areas and Prior Learning. The Chronicle of Higher Education.
Hanford, E. (2011). Getting Back to College. American Radio Works. American Public Media.
Hanford, E. (2011). Quitting College. American Radio Works. American Public Media.
Hanford, E. (2011). The Value of a College Degree. American Radio Works. American Public Media.
Lewin, T. (2011, September 27). College Graduation Rates Are Stagnant Even as Enrollment Rises, a Study Finds. The New York Times.
Learning Communities
National Learning Communities Project
http://learningcommons.evergreen.edu (FAQ)
Maricopa Community College District's Integrated Learning Garden
http://www.mcli.dist.maricopa.edu/ilc
Smith, B.L. (2003). Learning Communities and Liberal Education. Academe, 89(1).
Retention
McIntosh, M. & Rouse, C. (2009). The Other College: Retention and completion rates among two-year college students. Washington, DC: Center for American Progress.
McIntosh, M. & Rouse, C. (2009). The Other College: Retention and completion rates among two-year college students (Executive Summary). Washington, DC: Center for American Progress.
Arnold, J. (2000). Student Retention; Why Do We Keep Losing Them? Thought & Action, 16, 131-138.
Astin, A. W. (1993). What Matters in College? Four Critical Years Revisited. San Francisco: Jossey-Bass.
From the author of Four Critical Years — a book the Journal of Higher Education called the most cited work in higher education literature — What Matters in College? presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students’ college experiences.
Astin, A.W. (1997). How Good is Your Institution's Retention Rate? Research in Higher Education, 38, 647-658.
Berger, J. (2001-2002). Understanding the Organizational Nature of Student Persistence: Empirically-based Recommendations for Practice. Journal of College Student Retention, 3, 3-21.
Bradburn, E. M. (2003). Short-Term Enrollment in Postsecondary Education: Student Background and Institutional Differences in Reasons for Early Departure, 1996–98. National Center for Education Statistics (NCES No. 2003-153).
Using the 1996–98 Beginning Postsecondary Students Longitudinal Study, this report describes short-term enrollment in postsecondary education: departure within three years of students’ first entry into postsecondary education without earning a credential and without returning. The analyses include exploration of factors associated with departure and the reasons students themselves gave for departure among students who began at public four-year, private not-for-profit four-year, and public two-year institutions.
Braxton, J.M. (1999). Theory Elaboration and Research and Development:Towards a Fuller Understanding of College Student Retention. Journal of College Student Retention: Research, Theory, and Practice, 1, 93-98.
Choy, S. (2002). Access & Persistence: Findings from 10 Years of Longitudinal Research on Students. American Council on Education: Center for Policy Analysis.
What do we really know about who's going to college? Who presists on the path toward a degree or credential? What happens to students after they enroll? This publication summarizes what researchers have learned about access, persistence, and outcomes from 10 years of federally funded national longitudinal studies of college students.
Choy, S. (2001). Findings From the Condition of Education 2001: Students Whose Parents Did Not Go To College. National Center for Education Statistics (NCES No. 2001-126).
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 edition also includes a special focus essay on the access, persistence, and success of first-generation students in postsecondary education.
Cuseo, J. (2002). Academic Advisement and Student Retention: Empirical Connections & Systemic Interventions. Policy Center for the First Year of College.
What do we really know about who's going to college? Who presists on the path toward a degree or credential? What happens to students after they enroll? This publication summarizes what researchers have learned about access, persistence, and outcomes from 10 years of federally funded national longitudinal studies of college students.
Downing, S. (2001). Turning At-Risk Students Into Winners. Community College League of California.
As part of the summer 2001 edition of The News, published by the Community College League of California, Downing outlines four approaches that show great promise in helping at-risk students become academic winners. See the bottom of page 3 for the article.
Galloway, F.J. & Swail, W.S. (1999). Institution Retention Strategies at Historically Black Colleges and Universities and Their Effects on Cohort Default Rates: 1987-1995. Monograph Series. Sallie Mae Education Institute.
Hansen, D., Lindberg, L., & Quick, T. (2003). Skills for Academic Success: Empowering Students to Make Informed Choices League for Innovation in the Community College, Learning Abstracts, 6(11).
Retention problems loom when self-advising is the path for a large percentage of students, and even advisors have difficulty matching student skills with hundreds of courses. Read about how a cooperative effort at Metropolitan Community College (NE) met these challenges in the November Learning Abstracts.
Harris, B.W. (1998). Looking inward: Building a culture for student success. Community College Journal of Research and Practice, 22, 401-418.
Harvey-Smith, A. (2002). An Examination of the Retention Literature and Application in Student Success.
The retention of students in postsecondary education represents a major challenge. Retaining minority students within these educational systems often is seen as an insurmountable challenge. It is not. This literature review examines a variety of frameworks and models used to examine this phenomenon. It also explores some of the unique challenges being faced by minority learners in general and African American learners specifically. The review translates the important core elements identified in the literature that support and enhance retention into implications for a practical and usable model for student retention with an emphasis on the noncognitive variables found to most significantly impact the retention of minority student groups. The review concludes with an application of the model in one community college environment.
Horn, L. J. (1999). Stopouts or Stayouts? Undergraduates Who Leave College in Their First Year. National Center for Education Statistics (NCES No. 1999-087).
This report examines the educational experiences of students who leave college in their first year. It tracks the path of those who return (stopouts) to determine where and when they enrolled. The report also compares the background and school experience of stopouts with those who did not return to college (stayouts). The analysis reveals that nearly 30% of 1989–90 beginning students left postsecondary education in their first year. Among stopouts in the four-year sector, 42% returned to the same institution, and 58% transferred elsewhere. In the public two-year sector, the opposite pattern occurred: 57% returned to the same institution, and 43% transferred. A majority of stopouts transferred to the two-year sector.
Kasworm, C.E., Polson, C.J., & Fishback, S.J. (2002). Responding To Adult Learners In Higher Education. Melbourne, FL: Krieger.
Responding to Adult Learners in Higher Education offers higher and adult education practitioners an up-to-date handbook resource for serving adult students. Integrating current research and practice, it offers new insights and understandings regarding the growing diverse characteristics of adult students; best practices for admission, entry, service support, and retention of adult students; and further resources for professional development and reflective practice. Key discussions include unique characteristics of adult students; recruitment and admissions strategies; academic advisement and assessment options; effective support services; and opportunities for creating community and advocacy for adults.
Kasworm, C. (2003). What Is Collegiate Involvement for Adult Undergraduates? Symposium at AERA.
This paper explores three key themes in current collegiate discussions of effective adult education participation: 1) Cultural differences through an examination of research on minority adult learners, 2) research on outcomes assessment of learners who reflect nontraditional characteristics and participation patterns, and 3) research on adult students' involvement and participation. The paper offers a complex and multi-framed perspective of a synthesis of current research as well as an informing critique to reflect upon for future research and practice.
Levitz, R., Noel, L., & Richter, B.J. (1999). Strategic Moves for Retention Success. New Directions for Higher Education, 108, 31-49.
Larose, Gisele (2010). Student Retention at Community Colleges: Engaging a New Generation with Technology is Key to America's Future. WebStudy, Inc.
Matus-Grossman, L. & Gooden, S. (2002). Students’ Perspectives on Juggling Work, Family, and College League for Innovation in the Community College, Leadership Abstracts.
Information gathered on low-wage workers in the Opening Doors focus groups at six community colleges has important implications for colleges, employers, and policymakers.
Kay M. McClenney and Evelyn Waiwaiole, “Focus on Student Retention: Promising Practices in Community Colleges,” Community College Journal, June/July 2005, p. 36- 41.
Kay M. McClenney and Evelyn Waiwaiole, “Student Voices on Student Retention, “Community College Journal, April/May 2004, p.33-36.
Noel, L. & Beal, P. (1980). What Works in Student Retention. American College Testing Program & National Center for Higher Education.
This abbreviated research report assesses the causes and cures associated with student retention.
Opp, R. D. (2002). Enhancing Program Completion Rates Among Two-Year College Students of Color. Community College Journal of Research & Practice, 26, 147-164.
Palmer, J. (1998). Fostering Student Retention and Success at the Community College. Education Commission of the States.
A discussion of policy options states can employ to emphasize that a concern for access should be matched by a concern for student retention at state community colleges. The paper discusses relevant data requirements and various forms of policy leverage that states can use to improve student outcomes and persistence to graduation.
Pascarella, E.T. & Terenzini, P.T. (1991). How College Affects Students: Findings from Twenty Years of Research. San Francisco: Jossey-Bass.
In this book, Pascarella and Terenzini synthesize 20 years of empirical research and more than 2,600 studies, distilling what is known about how students change and benefit as a consequence of attending college.
Price, D. (2002). What We Know About Access and Success In Postsecondary Education: Informing Lumina Foundation’s Strategic Direction. Lumina Foundation for Education.
Higher education improves the quality of life by providing long-term economic gains, better health, and increased civic participation. However, many students face difficulties in pursuing higher education. Lumina Foundation has surveyed the existing research in an attempt to assess these difficulties. This white paper documents the extent to which inequity is present across four dimensions of postsecondary access and success — preparation, awareness, financial issues, and institutional responsibility.
Sidle, M.G. & McReynolds, J. (1999). The Freshman Year Experience: Student Retention and Student Success. NASPA Journal, 36, 288-300.
Soldner, L., Lee, Y., & Duby, P. (1999). Welcome to the Block: Developing Freshman Learning Communities That Work. Journal of College Student Retention: Research, Theory, and Practice, 1, 115-130.
Tinto, V. (2004). Student Retention and Graduation: Facing the Truth, Living with the Consequences. Washington, DC: the Pell Institute.
Tinto, V. (1997). Classrooms as Communities. Journal of Higher Education, 68, 599-622.
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition, Second Edition Chicago: The University of Chicago Press.
The author synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. This completely revised and expanded edition incorporates the explosion of recent research and policy reports on why students leave higher education. Incorporating data only now available, Tinto applies his theory of student departure to the experiences of minority, adult, and graduate students and to the situation facing commuting institutions and two-year colleges. He has revised his theory as well, giving new emphasis to the central importance of the classroom experience and to the role of multiple college communities.
Tinto, V. (1998). Colleges as Communities: Taking Research on Student Persistence Seriously. The Review of Higher Education, 21, 167-177.
Student Engagement
Astin, A.W. (1984). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Personnel, 25, pp. 297–307.
Chickering, A.W., and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education.” AAHE Bulletin, 39(7), 3–7.
Special Report: Building Student Engagement: 15 Strategies for the College Classroom. (2009). Faculty Focus. Featuring Content from The Teaching Professor, A Magna Publication.
Goodsell, A., Maher, M., & Tinto, V. Eds. (1992). Collaborative Learning: A Sourcebook for Higher Education. University Park: National Center on Postsecondary Teaching, Learning and Assessment, The Pennsylvania State University.
Hu, S. & Wolniak, G. C. (2009). Student Engagement in College and Early Career Earnings: Is There a Linkage? American Educational Research Association.
Kuh, G.D. (2001). Assessing What Really Matters to Student Learning: Inside the National Survey of Student Engagement. Change, 66, pp. 10–16.
Kuh, G.D. (2001). The National Survey of Student Engagement: Conceptual Framework and Overview of Psychometric Properties. Bloomington, IN: Indiana University Center for Postsecondary Research and Planning.
Kuh, G.D., Pace, C.R., & Vesper, N. (1997). The Development of Process Indicators to Estimate Student Gains Associated with Good Practices in Undergraduate Education. Research in Higher Education, 38, 435–454.
Kuh, G.D., Pike, G.R. (2005). A Typology of Student Engagement for American Colleges and Universities. Research in Higher Education, 46(2).
Kuh, G.D., Schuh, J.S., Whitt, E.J., et al. (1991). Involving Colleges: Successful Approaches to Fostering Student Learning and Personal Development Outside the Classroom. San Francisco: Jossey-Bass.
Lorenzo, G. (2011). Online Education Learner Engagement & Academic Success Strategies at Community Colleges. The SOURCE on Community College Issues, Trends & Strategies.
National Survey of Student Engagement, (2003). The NSSE 2003 Report: Converting Data into Action: Expanding the Boundaries of Institutional Improvement. Bloomington, IN: Indiana University Center for Postsecondary Research.
National Survey of Student Engagement (2000).The NSSE 2000 Report: National Benchmarks of Effective Educational Practice. Bloomington, IN: Indiana University Center for Postsecondary Research and Planning.
Marti, N. (2008). Latent Postsecondary Persistence Pathways: Educational Pathways in American Two-Year Colleges. Research in Higher Education.
Marti, N. and Chamberlain, T. (2004). Using National Studies of Student Engagement to Support Institutional Change. Presentation at FAIR Conference. (PowerPoint File)
McClenney, K. and McCormick, A.C. (2012). Will These Trees Ever Bear Fruit? A Response to the Special Issue on Student Engagement. The Review of Higher Education, 35(2), 307-333.
Ouimet, J.A., Bunnage, J.C., Carini, R.M., Kuh, G.D., & Kennedy, J. (in press). Using Focus Groups, Expert Advice, and Cognitive Interviews To Establish the Validity of a College Student Survey. Research in Higher Education.
Ouimet, J.A. (2003). Assessment Measures: Community College Strategies: A Glimpse of Community & Technical College Students? Perceptions of Student Engagement. Assessment Update, 15(1).
Ouimet, J.A. (2001). Assessment Measures: The Community College Survey of Student Engagement. Assessment Update, 13(6).
Sorcinelli, M.D. (1991). Research Findings on the Seven Principles. In Applying the Seven Principles for “Good Practice” in Undergraduate Education, New Directions for Teaching and Learning, (pp. 12–25). San Francisco: Jossey-Bass.
The Study Group on the Conditions of Excellence in American Higher Education (1984). Involvement in Learning: Realizing the Potential of American Higher Education. Washington, DC: U.S. Department of Education.
Teaching and Learning
Anderson, J., Bresciana, M., & Zelna, C. (2004). Assessing Student Learning and Development: A Handbook for Practitioners. Washington, DC: NASPA.
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques, 2nd ed. San Francisco: Jossey-Bass.
Barkley, E.F., Cross, K.P., & Major, C.H. (2005). Collaborative Learning Techniques. Jossey-Bass: San Francisco.
Bean, J.C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.
Brookfield, S.D., & Preskill, S. (1999). Discussion as a way of teaching: Tools and techniques for democratic collaborative learning classrooms. San Francisco: Jossey-Bass.
Bruffee, K.A. (1995). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press
Diamond, R. (1998). Designing & Assessing Courses & Curriculum. San Francisco: Jossey-Bass.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Grunert, J. (1997). The Course Syllabus: A Learning-Centered Approach. Bolton, MA: Anker.
Hurd, S.,& Stein, R. F. (2004). Building and Sustaining Learning Communities: The Syracuse University Experience. Bolton, MA: Anker Publishing, 2004.
Learning Reconsidered: A Campus-Wide Focus on the Student Experience. (2004). Washington, DC: NASPA and ACPA.
McClenney, K. M. (2003). "The Learning-Centered Institution." In Inquiry and Action. Washington, DC: American Association for Higher Education.
Kay M. McClenney, “Why Policy Matters: Changing Lives/Building Workforces,” Community College Journal, February/March, 2007, pp. 34-36.
McClenney, K. and B. McClenney (2003). Student Learning, Persistence and Attainment: A Community College Inventory.
Kay M. McClenney and Greg Peterson, “Effective Educational Practice: What We’re Learning from Community College Faculty,” Community College Journal, February/March, 2006, pp. 25-27.
McKeachie, W.J., Pintrich, P.R, Lin, Y., & Smith, D. (1986). Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan.
National Center for Higher Education Management Systems, A Preliminary Study of the Feasibility and Utility for National Policy of Instructional “Good Practice” Indicators in Undergraduate Education. Boulder, CO: National Center for Higher Education Management Systems, 1994.
O’Banion, T. (1997). A Learning College for the 21st Century. Phoenix, AZ: American Council on Education and The Oryx Press.
Reid, J., Forrestal, P., & Cook, J. (1989). Small group learning in the classroom. Portsmouth, NH: Heinemann.
Sharan, S. (Ed.) (1994). Handbook of cooperative learning methods. Westport, CT: Greenwood Press.
Stein, R. F. & Hurd, S. (2000). , Using Student Teams in the Classroom, A Faculty Guide. Bolton, MA: Anker.
Svinicki, M. D. (2004). Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker.
Tagg, J. (2003). The Learning Paradigm College. Bolton, MA: Anker.
Undergraduate Education
Cross, K. P. (2003). Techniques for Promoting Active Learning. The Cross Papers, No. 7. Phoenix: League for Innovation in the Community College.
Edgerton, R., & McClenney, K. (2005, January). The Legacy of Frank Newman. Change, 37(1), 44-51. Retrieved September 4, 2009, from Academic Search Alumni Edition database.
Interviews Russell Edgerton, president emeritus of the American Association for Higher Education, about the late Frank Newman, former president of the Education Commission of the States in the U.S. Reason for the decision to appoint Newman as the organizer of a task force of the Department of Health, Education and Welfare in 1969; Impact of the "Newman Report," which focused on higher education; Effectiveness of Newman's leadership.
Education Commission of the States. (1995). Making Quality Count in Undergraduate Education. Denver, CO: Education Commission of the States.
Education Commission of the States. (1996). What Research Says about Improving Undergraduate Education. AAHE Bulletin, 5–8.
Gardiner, L.F. Redesigning Higher Education: Producing Dramatic Gains in Student Achievement. ASHE-ERIC Higher Education Report, Volume 23, No. 7. Washington, DC: The George Washington University, Graduate School of Education and Human Development.
Hanford, E. (2011). Another Kind of Higher Education. American Radio Works. American Public Media.
Initiative Focuses on Data-Driven Retention Strategies. (2005, December). Recruitment & Retention in Higher Education, Retrieved September 4, 2009, from Academic Search Alumni Edition database.
The article presents information about a national initiative in the U.S. to help more community college students, particularly students of color and low-income students, reach their academic goals. Participants in the four-year project include 10 national organizations and 35 colleges in seven states. The initiative's main goal is to be focused like a laser on improving outcomes for students who have traditionally been underserved in higher education, said Kay McClenney, an Achieving the Dream senior associate and a faculty member of the Community College Leadership Program at the University of Texas, Austin, one of the initiative's national partners. McClenney describes the initiative as a massive undertaking that encompasses efforts at the institutional, state, and national levels. Each participating college will receive the support of a project coach, who is often a former college president. Meanwhile, participating state and national organizations are supporting public policies that make college more accessible to historically underserved students.
McClenney, K. & B. McClenney (2003). Student Learning, Persistence and Attainment: A Community College Inventory.
Kay M. McClenney, Byron N. McClenney and Gregory F. Peterson, “A Culture of Evidence: What Is It? Do We Have One?” Planning for Higher Education, vol. 35, number 3, April-June 2007, pp. 26 – 33.
McClenney, K. (1990, September). Whither Assessment?. Change, 22(5), 54-54. Retrieved September 4, 2009, from Academic Search Alumni Edition database.
Comments on educational assessment. Commitments needed for meaningful change; Questions about the purposes and outcomes of undergraduate education; Coherence in educational policy and its implementation; Re-design of incentive and reward structures; Expansion of the assessment conversation.
Merrow, J. & Learning Matters, Inc. 2005. Declining by Degrees, Higher Education at Risk. Meet the Experts. Transcript of interview with Kay M. McClenney. PBS.
Pascarella, E.T. (2001). Identifying Excellence in Undergraduate Education: Are We Even Close? Change,, 19–23.
Wingspread Group on Higher Education (1993). An American Imperative: Higher Expectations for Higher Education. Racine, WI: Johnson Foundation.
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