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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="community college"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5368</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: community college</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5368</span> Analyzing e-Leadership Literature in Applying an e-Leadership Model for Community College Leaders of Hybrid Remote Teams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lori%20Timmis">Lori Timmis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic precipitated significant organizational change in employee turnover, retirements, and burnout exacerbated by enrollment declines in higher education, especially community colleges. To counter this downturn, community college leaders must thoughtfully examine meaningful work opportunities to retain an engaged and productive workforce. Higher education led fully remote teams during the pandemic, which highlighted the benefits and weaknesses of building and leading remote teams. Hybrid remote teams offer possibility to reimagine community college structures, though leading remote teams requires specific e-leadership competencies. This paper examines the literature of studies on e-leadership conducted during the pandemic and from several higher education studies, pre-pandemic, against an e-leadership competency framework. The e-leadership studies conducted pre-pandemic and from the pandemic complement the e-leadership competency framework, comprising six e-leadership competencies performed via information technology communications, which provides community college (and higher education) leaders to consider hybrid remote team structures and the necessary leadership skills to lead hybrid remote teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20college" title="community college">community college</a>, <a href="https://publications.waset.org/abstracts/search?q=e-leadership" title=" e-leadership"> e-leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=great%20resignation" title=" great resignation"> great resignation</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20remote%20teams" title=" hybrid remote teams"> hybrid remote teams</a> </p> <a href="https://publications.waset.org/abstracts/147544/analyzing-e-leadership-literature-in-applying-an-e-leadership-model-for-community-college-leaders-of-hybrid-remote-teams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5367</span> Predicting College Students’ Happiness During COVID-19 Pandemic; Be optimistic and Well in College!</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michiko%20Iwasaki">Michiko Iwasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20M.%20Endres"> Jane M. Endres</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20Y.%20Richards"> Julia Y. Richards</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Futterman"> Andrew Futterman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine college students’ happiness during COVID19-pandemic. Using the online survey data from 96 college students in the U.S., a regression analysis was conducted to predict college students’ happiness. The results indicated that a four-predictor model (optimism, college students’ subjective wellbeing, coronavirus stress, and spirituality) explained 57.9% of the variance in student’s subjective happiness, F(4,77)=26.428, p<.001, R2=.579, 95% CI [.41,.66]. The study suggests the importance of learned optimism among college students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/140210/predicting-college-students-happiness-during-covid-19-pandemic-be-optimistic-and-well-in-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5366</span> Promotion of the Arabic language in India: MES Mampad College - A Torchbearer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junaid%20C">Junaid C</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabique%20MK"> Sabique MK</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: MES Mamapd College is an autonomous college established in 1964 affiliated with the University of Calicut run by the Muslim Educational Society Kerala. The department of Arabic of the college is having a pivotal role in promoting Arabic language learning, teaching, research, and other allied academic activities. State of Problem: Department of Arabic of the college introduced before the academic committee the culture of international seminars. The department connected the academic community with foreign scholars and introduced industry-academia collaboration programs which are beneficial to the job seekers. These practices and innovations should be documented. Objectives: Create awareness of innovative practices implemented for the promotion of the Arabic language. Infuse confidence in learners in learning of Arabic language. Showcase the distinctive academic programs initiated by the department Methodology: Data will be collected from archives, souvenirs, and reports. Survey methods and interviews with authorities and beneficiaries will be collected for the data analysis. Major results: MES Mampad College introduced before its stakeholders different unique academic practices related to the Arabic language and literature. When the unprecedented pandemic situation pulled back all of the academic community, the department come forward with numerous academic initiatives utilizing the virtual space. Both arenas will be documented. Conclusion: This study will help to make awareness on the promotion of the Arabic language studies and related practices initiated by the department of Arabic MES Mampad College. These practices and innovations can be modeled and replicated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20Arabic%20language" title="teaching Arabic language">teaching Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=MES%20mampad%20college" title=" MES mampad college"> MES mampad college</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20webinars" title=" Arabic webinars"> Arabic webinars</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic%20impacts%20in%20literature" title=" pandemic impacts in literature"> pandemic impacts in literature</a> </p> <a href="https://publications.waset.org/abstracts/150363/promotion-of-the-arabic-language-in-india-mes-mampad-college-a-torchbearer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5365</span> Improving Music Appreciation and Narrative Abilities of Students with Intellectual Disabilities through a College Service-Learning Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan-Ken%20Chien">Shan-Ken Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to share the application of the Music and Narrative Curriculum developed through a college community service-learning course to a special education classroom in a local secondary school. The development of the Music and Narrative Curriculum stems from the music appreciation courses that the author has taught at the university. The curriculum structure consists of three instructional phases, each with three core literacy. This study will show the implementation of an eighteen-week general music education course, including classroom training on the university campus and four intervention music lessons in a special education classroom. Students who participated in the Music and Narrative Curriculum came from two different parts. One is twenty-five college students enrolling in Music Literacy and Community Service-Learning, and the other one is nine junior high school students with intellectual disabilities (ID) in a special education classroom. This study measures two parts. One is the effectiveness of the Music and Narrative Curriculum in applying four interventions in music lessons in a special education classroom, and the other is measuring college students' service-learning experiences and growth outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20service-learning" title="college service-learning">college service-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20music%20education" title=" general music education"> general music education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20literacy" title=" music literacy"> music literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20skills" title=" narrative skills"> narrative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20special%20needs" title=" students with special needs"> students with special needs</a> </p> <a href="https://publications.waset.org/abstracts/171822/improving-music-appreciation-and-narrative-abilities-of-students-with-intellectual-disabilities-through-a-college-service-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5364</span> The Effect of the Covid-19 Pandemic on Food Habits and Knowledge of Nutritional Requirements: A College Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lamia%20Ismayil">Lamia Ismayil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic has drastically changed the everyday lives of people all over the world. This pandemic affects heavily the lifestyle of people in different aspects of life, including eating habits. The objective of this paper is to study the impact of the COVID-19 pandemic on key factors affecting food habits among the Community College of Qatar (CCQ) students. Method: The research is a cross-sectional survey that deployed a questionnaire among 217 CCQ students. Results: The results showed that 47.5% of the respondents were male and 52.5% female. In our previous study about 30% percentage obesity with a BMI of 30-35 was shown. Surprisingly, during the pandemic, the obesity percentage remains almost the same, but the BMI range jumped to 30-46. The nutritional knowledge of CCQ students is at an average level. Besides, during pandemic the personal eating habits continued to be imbalanced and getting unhealthier than in the pre-pandemic period. Regarding the key factors that could affect eating habits, most of the respondents reported that during the pandemic in the absence of restaurants they had daily meals with their families, and had a lack of physical activity. Besides, most of the respondents agree that they gained weight during the pandemic. These findings indicate that the pandemic changed the food habits and the lifestyle of Qatari students. Accordingly, increasing the awareness among college students (and Qatari community at large) is recommended. College students can be given some recommendations related to healthy eating tips to overcome the effect of pandemic on their health status. The detailed comparative analysis between pre- and post-pandemic eating habits of students can help reveal the main differences and give effective guidance to improve body composition and health status of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20habits" title="food habits">food habits</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20knowledge" title=" nutritional knowledge"> nutritional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20college%20of%20Qatar" title=" community college of Qatar"> community college of Qatar</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/181211/the-effect-of-the-covid-19-pandemic-on-food-habits-and-knowledge-of-nutritional-requirements-a-college-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5363</span> Characteristics and Guiding Strategies of College Students' Online Discourse: Based on the Analysis of One Student Forum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanwei%20Cheng">Hanwei Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Chengbei%20Xu"> Chengbei Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yijie%20Wang"> Yijie Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More and more college students are accustomed to surfing the Internet everyday. As community members, college students have ability to express opinions and participate in social affairs, they not only accept information passively, but also voice their concerns on the Internet. We interpret the online discourses featured with anonymization, so it helps us more effectively and conveniently understand the behaviors and thoughts of college students, and educators can thus grasp the scales and directions in guiding online language. We analyzed online comments in both content and form aspects in one student forum (named Dandan, the BNU’s campus forum), and through methods of literature review and interview, we found that in term of content, college students pay attention to practical information online, emphasize on personal development and pursue hot issues; in term of form, college students' online language displays cross-border quality sometimes under the general feature of normative, and they often explore a certain topic in the form of question or discussion, and they like to show feelings in ironic and stream-of-consciousness ways. It is argued that college students intend to establish a community to facilitate personal development and meet emotional needs through the student forum, and by making comments at the forum they are also able to get involved in public affairs. We should pay attention to problems of college students' online discourse, such as boundary issues (like informal advertisement and information authenticity), emotional issues and the spread of gossip. Some possible solutions to solving online discourse problems can be applied, like we can improve access systems of student forum, clarify principles of Internet langue use, change oversimplified management approaches and use some other tactics, in order to form a mechanism of student self-regulation, also deepen the trust and cooperation between school administrators and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20language" title="online language">online language</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20discourse" title=" youth discourse"> youth discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20form" title=" content and form"> content and form</a>, <a href="https://publications.waset.org/abstracts/search?q=implication%20and%20strategy" title=" implication and strategy"> implication and strategy</a> </p> <a href="https://publications.waset.org/abstracts/90567/characteristics-and-guiding-strategies-of-college-students-online-discourse-based-on-the-analysis-of-one-student-forum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5362</span> Social and Peer Influences in College Choice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Bhayani">Ali Bhayani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College is a high involvement decision making where students are expected to evaluate several college offerings before selecting a college or a course to study. However, even in high involvement product like college, students get influenced by opinion leaders and suffer from social contagion. This narrative style study, involving 98 first year students, was able to demonstrate that social contagion differs with regards to gender, ethnicity and personality. Recommendations from students with academically strong background would impact on the college choice of the undergraduate students and limit information search. Study was able to identify the incidence of anchoring heuristics amongst the students. Managerial implications with regards to design of marketing campaign follows at the end of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20contagion" title="social contagion">social contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20leaders" title=" opinion leaders"> opinion leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title=" consumer behavior"> consumer behavior</a> </p> <a href="https://publications.waset.org/abstracts/30202/social-and-peer-influences-in-college-choice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5361</span> A Descriptive Study of the Characteristics of Introductory Accounting Courses Offered by Community Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20%20Nash">Jonathan Nash</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Hartt"> Allen Hartt</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Plante"> Catherine Plante</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In many nations, community colleges, or similar institutions, play a crucial role in higher education. For example, in the United States more than half of all undergraduate students enroll in a community college at some point during their academic career. Similar statistics have been reported for Australia and Canada. Recognizing the important role these institutions play in educating future accountants, the American Accounting Association has called for research that contributes to a better understanding of these members of the academic community. Although previous literature has shown that community colleges and 4-year institutions differ on many levels, the extant literature has provided data on the characteristics of introductory accounting courses for four-year institutions but not for community colleges. We fill a void in the literature by providing data on the characteristics of introductory accounting courses offered by community colleges in the United States. Data are collected on several dimensions including: course size and staffing, pedagogical orientation, standardization of course elements, textbook selection, and use of technology-based course management tools. Many of these dimensions have been used in previous research examining four-year institutions thereby facilitating comparisons. The resulting data should be of interest to instructors, regulators and administrators, researchers, and the accounting profession. The data provide information on the introductory accounting courses completed by the average community college student which can help instructors identify areas where transfer students’ experiences might differ from their contemporaries at four-year colleges. Regulators and administrators may be interested in the differences between accounting courses offered by two- and four-year institutions when implementing standardized transfer programs. Researchers might use the data to motivate future research into whether differences between two- and four-year institutions affect outcomes like the probability of students choosing to major in accounting and their performance within the major. Accounting professionals may use our findings as a springboard for facilitating discussions related to the accounting labor supply. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Accounting%20curricula" title="Accounting curricula">Accounting curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=Community%20college" title=" Community college"> Community college</a>, <a href="https://publications.waset.org/abstracts/search?q=Descriptive%20study" title=" Descriptive study"> Descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=Introductory%20accounting" title=" Introductory accounting"> Introductory accounting</a> </p> <a href="https://publications.waset.org/abstracts/119285/a-descriptive-study-of-the-characteristics-of-introductory-accounting-courses-offered-by-community-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119285.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5360</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students%27%20academic%20performance" title="college students' academic performance">college students' academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/abstracts/search?q=purpose%20of%20life" title=" purpose of life"> purpose of life</a> </p> <a href="https://publications.waset.org/abstracts/162503/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5359</span> First-Generation College Students and Persistence: A Phenomenological Study of Students’ Experiences in Indonesian Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taufik%20Mulyadin">Taufik Mulyadin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tuition reform for public colleges that the Indonesian government initiated and has implemented since 2013 resulted in the growing number of college students from low-income families, many of whose parents did not attend college. This study sought to examine the experiences of persistence for Indonesian first-generation college students in public universities utilizing social capital as a framework. It is a qualitative study with a phenomenological approach primarily to capture the essence of how Indonesian first-generation college students interpret, process, and experience their persistence during college years. Fifteen Indonesian young college graduates were involved as well as questionnaire and interview were employed for data collection in this study. It revealed certain themes from the experiences that first-generation college students attributed to their persistence: (a) family encouragement, (b) support from friends, (c) guidance from faculty and staff, (d) fund of knowledge they bring with them, (e) financial aid availability, and (f) self-motivation. By examining first-generation college students’ voices, Indonesian public universities can better support, engage, and retain this group of students who were historically struggled to persist in college and complete their degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first-generation%20student" title="first-generation student">first-generation student</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20higher%20education" title=" Indonesian higher education"> Indonesian higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20universities" title=" public universities"> public universities</a> </p> <a href="https://publications.waset.org/abstracts/89470/first-generation-college-students-and-persistence-a-phenomenological-study-of-students-experiences-in-indonesian-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5358</span> Different Roles for Mentors and Mentees in an e-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increase in the number of students and administrators asking for online courses the author developed two partially online courses. One was a biology majors at genetics course while the other was a non-majors at biology course. The student body at Queensborough Community College is generally underprepared and has work and family obligations. As an educator, one has to be mindful about changing the pedagogical approach, therefore, special care was taken when designing the course material. Despite the initial concerns, both of these partially online courses were received really well by students. Lessons learnt were that student engagement is the key to success in an online course. Good practices to run a successful online course for underprepared students are discussed in this paper. Also discussed are the lessons learnt for making the eLearning environment better for all the students in the class, overachievers and underachievers alike. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partially%20online%20course" title="partially online course">partially online course</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20college" title=" community college"> community college</a> </p> <a href="https://publications.waset.org/abstracts/48193/different-roles-for-mentors-and-mentees-in-an-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5357</span> Collaborative Program Student Community Service as a New Approach for Development in Rural Area in Case of Western Java</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brian%20Yulianto">Brian Yulianto</a>, <a href="https://publications.waset.org/abstracts/search?q=Syachrial"> Syachrial</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeful%20Aziz"> Saeful Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Anggita%20Clara%20Shinta"> Anggita Clara Shinta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia, with a population of about two hundred and fifty million people in quantity, indicates the outstanding wealth of human resources. Hundreds of millions of the population scattered in various communities in various regions in Indonesia with the different characteristics of economic, social and unique culture. Broadly speaking, the community in Indonesia is divided into two classes, namely urban communities and rural communities. The rural communities characterized by low potential and management of natural and human resources, limited access of development, and lack of social and economic infrastructure, and scattered and isolated population. West Java is one of the provinces with the largest population in Indonesia. Based on data from the Central Bureau of Statistics in 2015 the number of population in West Java reached 46.7096 million souls spread over 18 districts and 9 cities. The big difference in geographical and social conditions of people in West Java from one region to another, especially the south to the north causing the gap is high. It is closely related to the flow of investment to promote the area. Poverty and underdevelopment are the classic problems that occur on a massive scale in the region as the effects of inequity in development. South Cianjur and Tasikmalaya area South became one of the portraits area where the existing potential has not been capable of prospering society. Tri Dharma College not only define the College as a pioneer implementation of education and research to improve the quality of human resources but also demanded to be a pioneer in the development through the concept of public service. Bandung Institute of Technology as one of the institutions of higher education to implement community service system through collaborative community work program "one of the university community" as one approach to developing villages. The program is based Community Service, where students are not only required to be able to take part in community service, but also able to develop a community development strategy that is comprehensive and integrity in cooperation with government agencies and non-government related as a real form of effort alignment potential, position and role from various parties. Areas of western Java in particular have high poverty rates and disparity. On the other hand, there are three fundamental pillars in the development of rural communities, namely economic development, community development, and the integrated infrastructure development. These pillars require the commitment of all components of community, including the students and colleges for upholding success. College’s community program is one of the approaches in the development of rural communities. ITB is committed to implement as one form of student community service as community-college programs that integrate all elements of the community which is called Kuliah Kerja Nyata-Thematic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20in%20rural%20area" title="development in rural area">development in rural area</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20community%20service" title=" student community service"> student community service</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuliah%20Kerja%20Nyata-Thematic%20ITB" title=" Kuliah Kerja Nyata-Thematic ITB"> Kuliah Kerja Nyata-Thematic ITB</a> </p> <a href="https://publications.waset.org/abstracts/48628/collaborative-program-student-community-service-as-a-new-approach-for-development-in-rural-area-in-case-of-western-java" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5356</span> Moderating Effects of Family Structure on College Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Knudsen">Jennifer Knudsen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study observes the moderating effects of family structure on College Achievement across cohorts. Over the past half-century, social stigmas surrounding non-traditional families have shifted, as they make up an increasing proportion of American families. Using the General Social Survey, this study employs a varying coefficient model to test if family structure moderates the effects of other background variables on respondents’ educational attainment. Initial analysis suggests that living in alternative family arrangements has an increasingly negative effect on college achievement, whereas living in an intact family with a mother and father has a positive effect on college achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20structure" title=" family structure"> family structure</a> </p> <a href="https://publications.waset.org/abstracts/148449/moderating-effects-of-family-structure-on-college-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5355</span> A Basic Understanding of Viral Disease and Education Level Influences Disease Risk Perception, Disease Severity Perception, and Mask Wearing Behavior During the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ilse%20Kreme">Ilse Kreme</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To the best of this author’s knowledge, no studies have been identified on the connection between a refusal to engage in health-protective behaviors and a basic understanding of viral biology among community college students, faculty, and staff during the COVID-19 pandemic. Lack of scientific knowledge could prevent understanding of why these behaviors are important to prevent the community spread of COVID-19, even when they are not shown to offer much individual protection. In this study, a possible correlation was examined between a basic knowledge level of viral disease that comes from having taken a college biology course and disease perceptions of COVID-19. In particular, disease risk perception, disease severity percept and mask-wearing behaviors were examined as they correlated with having taken an undergraduate biology course. The effect of covariates of age, gender, and education level were investigated along with the main dependent variables. A representative sample of the population included students, faculty, and staff at Paradise Valley Community College (PVCC) in Phoenix, Arizona. Participants were recruited by an email sent to all students, faculty, and staff at PVCC using an all-college email distribution. Disease risk and severity perception were assessed with the Brief Illness Perception Questionnaire 5 (BIP-Q5), which was modified to include questions measuring participant age, education level, and whether they took or ever took a college biology course. Two additional questions measured compliance of willingness to wear a face mask. The results showed an effect of gender on mask-wearing behavior and a correlation between having taken a biology course and disease severity perception. No differences were seen in mask-wearing behavior and disease risk perception as a result of having taken a biology course. These findings suggest that taking an undergraduate biology course leads to a greater awareness of COVID-19 disease severity through an understanding of the basic biological principles of viral disease transmission. The results can be used to modify existing health education strategies. Further research is needed on how to best reach target audiences in all education brackets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=mask%20wearing" title=" mask wearing"> mask wearing</a>, <a href="https://publications.waset.org/abstracts/search?q=disease%20risk%20perception" title=" disease risk perception"> disease risk perception</a>, <a href="https://publications.waset.org/abstracts/search?q=disease%20severity%20perception" title=" disease severity perception"> disease severity perception</a> </p> <a href="https://publications.waset.org/abstracts/148339/a-basic-understanding-of-viral-disease-and-education-level-influences-disease-risk-perception-disease-severity-perception-and-mask-wearing-behavior-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5354</span> Research on Online Consumption of College Students in China with Stimulate-Organism-Reaction Driven Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Lu">Wei Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of information technology in China, network consumption is becoming more and more popular. As a special group, college students have a high degree of education and distinct opinions and personalities. In the future, the key groups of network consumption have gradually become the focus groups of network consumption. Studying college students’ online consumption behavior has important theoretical significance and practical value. Based on the Stimulus-Organism-Response (SOR) driving model and the structural equation model, this paper establishes the influencing factors model of College students’ online consumption behavior, evaluates and amends the model by using SPSS and AMOS software, analyses and determines the positive factors of marketing college students’ consumption, and provides an effective basis for guiding and promoting college student consumption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20consumption" title=" online consumption"> online consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=stimulate-organism-reaction%20driving%20model" title=" stimulate-organism-reaction driving model"> stimulate-organism-reaction driving model</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20model" title=" structural equation model "> structural equation model </a> </p> <a href="https://publications.waset.org/abstracts/110838/research-on-online-consumption-of-college-students-in-china-with-stimulate-organism-reaction-driven-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5353</span> The Application and Applicability of Computer System to Financial Management: A Case Study of College of Education, Oju, Benue State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agih%20Ukuru%20Agih">Agih Ukuru Agih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is an appraisal of the application and applicability of computer system to financial management in improving the speed, performance, accuracy, and efficiency of the College of Education, Oju. The computerization of financial management, which is a recent development that has authentic and dedicated balancing of accounting records, would be of enormous benefits to the college. The core objective of this project is to recommend the software that typically matches a computerized institution, making for improved service, reduced fraud, mishandled funds, and financial records in the College of Education, Oju. Considering major globalization impacts in computerized financial management of the college, the study recommends among other things that the College of Education, Oju should endeavor to be positive towards computerized financial management in the institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20system" title="computer system">computer system</a>, <a href="https://publications.waset.org/abstracts/search?q=balancing" title=" balancing"> balancing</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20records" title=" accounting records"> accounting records</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20financial%20management" title=" computerized financial management"> computerized financial management</a> </p> <a href="https://publications.waset.org/abstracts/9316/the-application-and-applicability-of-computer-system-to-financial-management-a-case-study-of-college-of-education-oju-benue-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5352</span> The Multi-Lingual Acquisition Patterns of Elementary, High School and College Students in Angeles City, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Infante">Dennis Infante</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonora%20Yambao"> Leonora Yambao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Philippines is a multilingual community. A Filipino learns at least three languages throughout his lifespan. Since languages are learned and picked up simultaneously in the environment, a student naturally develops a language system that combines features of at least three languages: the local language, English and Filipino. This study seeks to investigate this particular phenomenon and aspires to propose a theoretical framework of unique language acquisition in the elementary, high school and college in the three languages spoken and used in media, community, business and school: Kapampangan, the local language; Filipino, the national language; and English. The study randomly selects five students from three participating schools in order to acquire language samples. The samples were analyzed in the subsentential, sentential and suprasentential levels using grammatical theories. The data are classified to map out the pattern of substitution or shifting from one language to another. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20education" title=" multilingual education"> multilingual education</a> </p> <a href="https://publications.waset.org/abstracts/5139/the-multi-lingual-acquisition-patterns-of-elementary-high-school-and-college-students-in-angeles-city-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5139.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">380</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5351</span> The Impact of Academic Support Practices on Two-Year College Students’ Achievement in Science, Technology, Engineering, and Math Education: An Exploration of Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gisele%20Ragusa">Gisele Ragusa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilian%20Leung"> Lilian Leung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are essential needs for science, technology, engineering, and math (STEM) workforces nationally. This important need underscores the necessity of increasing numbers of students attending both two-year community colleges and universities, thereby enabling and supporting a larger pool of students to enter the workforce. The greatest number of students in STEM programs attend public higher education institutions, with an even larger majority beginning their academic experiences enrolled in two-year public colleges. Accordingly, this research explores the impact of experiences and academic support practices on two-year (community) college students’ academic achievement in STEM majors with a focus on supporting students who are the first in their families to attend college. This research is a result of three years of iterative trials of differing supports to improve such students’ academic success with a cross-student comparative research methodological structure involving peer-to-peer and faculty academic supports. Results of this research indicate that background experiences and a combination of peer-to-peer and faculty-led academic support practices, including supplementary instruction, peer mentoring, and study skills support, significantly improve students’ academic success in STEM majors. These results confirm the needs that first-generation students have in navigating their college careers and what can be effective in supporting them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title="higher education policy">higher education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support" title=" student support"> student support</a>, <a href="https://publications.waset.org/abstracts/search?q=two-year%20colleges" title=" two-year colleges"> two-year colleges</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20achievement" title=" STEM achievement"> STEM achievement</a> </p> <a href="https://publications.waset.org/abstracts/166244/the-impact-of-academic-support-practices-on-two-year-college-students-achievement-in-science-technology-engineering-and-math-education-an-exploration-of-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5350</span> Improving Student Retention with Summer Bridge Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Watson">Elizabeth Watson</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Vogt"> Sara Vogt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The transition from high school to college can be an exciting and confusing time for many students, especially college students with disabilities. In 1983, the University of Wisconsin-Whitewater created a Summer Transition Program (STP) for such students as part of a US Department of Education Demonstration Grant. This program offers incoming students the opportunity to take 2 college courses and live on campus for 4 weeks to help introduce and familiarize them with typical college expectations and support services. Over the past 30 years, 48% of the students have graduated, exceeding the national college graduation rate for students with disabilities. This mixed methods longitudinal study will discuss how this program has increased retention and graduation rates, and success in the co-curricular and living environments for students with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a>, <a href="https://publications.waset.org/abstracts/search?q=post-secondary%20education" title=" post-secondary education"> post-secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/82376/improving-student-retention-with-summer-bridge-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5349</span> Motivations for Using Social Networking Sites by College Students for Educational Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholoud%20H.%20Al-Zedjali">Kholoud H. Al-Zedjali</a>, <a href="https://publications.waset.org/abstracts/search?q=Abir%20S.%20Al-Harrasi"> Abir S. Al-Harrasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20H.%20Al-Badi"> Ali H. Al-Badi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently there has been a dramatic proliferation in the number of social networking sites (SNSs) users; however, little is published about what motivates college students to use SNSs in education. The main goal of this research is to explore the college students’ motives for using SNSs in education. A conceptual framework has therefore been developed to identify the main factors that influence/motivate students to use social networking sites for learning purposes. To achieve the research objectives a quantitative method was used to collect data. A questionnaire has been distributed amongst college students. The results reveal that social influence, perceived enjoyment, institute regulation, perceived usefulness, ranking up-lift, attractiveness, communication tools, free of charge, sharing material and course nature all play an important role in the motivation of college students to use SNSs for learning purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Social%20Networking%20Sites%20%28SNSs%29" title="Social Networking Sites (SNSs)">Social Networking Sites (SNSs)</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=motivations" title=" motivations"> motivations</a> </p> <a href="https://publications.waset.org/abstracts/12537/motivations-for-using-social-networking-sites-by-college-students-for-educational-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5348</span> ESGP-PA’s First-Generation College Student: Challenges to Succeed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernadette%20F.%20De%20La%20Cruz">Bernadette F. De La Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Marie%20R.%20Dela%20Cruz"> Susan Marie R. Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia%20D.%20Demavibas"> Georgia D. Demavibas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Expanded Student Grant-in-Aid Program for Poverty Alleviation (ESGP-PA) is a government program that aims to contribute to the National Government’s thrusts in effectively addressing poverty alleviation by increasing the number of graduates in higher education among indigent households and to get these graduates employed in in-demand occupations in order to lift their families out of poverty. Higher education continues to see an influx of these students from poor families that have never previously sent anyone to college. There are many challenges that face college students at all levels, but these are special challenges for first-generation students. Challenges that face these students can include lack of interest in attending school, low aptitude, being not single anymore, factors such as unfamiliarity with college expectations, lack of preparations while in secondary school, and limited support from family members. This research looks at some of the challenges first-generation college students face and examines the impact of these challenges on student’s aspirations for the attainment of a college degree and ultimately a high-paying career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESGP-PA" title="ESGP-PA">ESGP-PA</a>, <a href="https://publications.waset.org/abstracts/search?q=first-generation%20college%20students" title=" first-generation college students"> first-generation college students</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20aptitude" title=" low aptitude"> low aptitude</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty%20alleviation" title=" poverty alleviation"> poverty alleviation</a> </p> <a href="https://publications.waset.org/abstracts/42711/esgp-pas-first-generation-college-student-challenges-to-succeed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5347</span> The American College President: Challenges, Roles, and A New Frontier</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Miller">Michael Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20David%20Gearhart"> G. David Gearhart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of the American college presidency continues to evolve, increasingly incorporating varied elements of responsibility of institutional management. Once primarily focused on the academic operation of an institution, the role has changed to incorporate all of the business-related and public agency operations of an institution. This means that the modern college president must be capable of persuasively talking to legislators and donors, as well as students taking classes and the faculty who teach them. In addition to these dimensions, the contemporary college president must also be an expert on state and federal compliance issues, and must have the talent to steer marketing and public relations activities in a persuasive manner. This paper will report the findings of a spring 2020 survey of nearly 300 college presidents in the United States concerning their perceptions about the changing nature of the college presidency, with special consideration given to media relations, fundraising, business development, internationalization, and facility management.Survey results will be analyzed based on institutional type, gender, length of tenure in the presidential position, and career pathway to the presidency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20president" title="college president">college president</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberal%20higher%20education" title=" neo-liberal higher education"> neo-liberal higher education</a> </p> <a href="https://publications.waset.org/abstracts/117377/the-american-college-president-challenges-roles-and-a-new-frontier" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117377.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5346</span> Examining the Effects of College Education on Democratic Attitudes in China: A Regression Discontinuity Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gang%20Wang">Gang Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is widely believed to be a prerequisite for democracy and civil society, but the causal link between education and outcome variables is usually hardly to be identified. This study applies a fuzzy regression discontinuity design to examine the effects of college education on democratic attitudes in the Chinese context. In the analysis treatment assignment is determined by students’ college entry years and thus naturally selected by subjects’ ages. Using a sample of Chinese college students collected in Beijing in 2009, this study finds that college education actually reduces undergraduates’ motivation for political development in China but promotes political loyalty to the authoritarian government. Further hypotheses tests explain these interesting findings from two perspectives. The first is related to the complexity of politics. As college students progress over time, they increasingly realize the complexity of political reform in China’s authoritarian regime and rather stay away from politics. The second is related to students’ career opportunities. As students are close to graduation, they are immersed with job hunting and have a reduced interest in political freedom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=china" title="china">china</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20education" title=" college education"> college education</a>, <a href="https://publications.waset.org/abstracts/search?q=democratic%20attitudes" title=" democratic attitudes"> democratic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20discontinuity" title=" regression discontinuity"> regression discontinuity</a> </p> <a href="https://publications.waset.org/abstracts/39311/examining-the-effects-of-college-education-on-democratic-attitudes-in-china-a-regression-discontinuity-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">351</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5345</span> Scholastic Ability and Achievement as Predictors of College Performance among Selected Second Year College Students at University of Perpetual Help System DALTA, Calamba</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shielilo%20R.%20Amihan">Shielilo R. Amihan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ederliza%20De%20Jesus"> Ederliza De Jesus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study determined the predictors of college performance of 2nd Yr students of UPHSD-Calamba. This quantitative study conducted a survey using the Scholastic Abilities Test for Adults (SATA), and the retrieval of entrance examinations results and current General Weighted Average (GWA) of the 242 randomly selected respondents. The mean, Pearson r and multiple regression analyses through SPSS revealed that students are capable of verbal, non-verbal and quantitative reasoning, reading vocabulary, comprehension, math calculation, and writing mechanics but have difficulty in math application and writing composition. The study found out the Scholastic Ability and Achievement, except in mathematics, are significantly related to college performance. It concludes that students with high ability and achievement may perform better in college. However, only English subset results in the entrance exam predicts the academic success of students in college while SATA and Math entrance exam results do not. The study recommends providing pre-college Math and Writing courses as requisites in college. It also suggests implementing formative curriculum-based enhancement programs on specific priority areas, profiling programs towards informed individual academic decision-making, revising the Entrance Examinations, monitoring the development of the students, and exploring other predictors of college academic performance such as non-cognitive factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scholastic%20ability" title="scholastic ability">scholastic ability</a>, <a href="https://publications.waset.org/abstracts/search?q=scholastic%20achievement" title=" scholastic achievement"> scholastic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=entrance%20exam" title=" entrance exam"> entrance exam</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20performance" title=" college performance"> college performance</a> </p> <a href="https://publications.waset.org/abstracts/48012/scholastic-ability-and-achievement-as-predictors-of-college-performance-among-selected-second-year-college-students-at-university-of-perpetual-help-system-dalta-calamba" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5344</span> Evaluation of Published Materials in Meeting the Information Needs of Students in Three Selected College Libraries in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafiat%20Olasumbo%20Akande">Rafiat Olasumbo Akande</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most college libraries in Oyo State show signs of unhealthy collection practices like the preponderance of non-recent collections and indiscriminate acquisition of sub-standard books from hawkers. The objective of this study, therefore, is to determine the extent at which available published materials in those college libraries are able to meet both knowledge and information needs of students in those institutions. A descriptive survey was conducted among 18 librarians and 21 library officers in three colleges purposively selected for the exercise using simple sampling technique. In all, 279 questionnaires were administered and out of those 279 administered, 265 were returned and analyzed using Statistical Package for Social Science (SPSS). Three College Librarian were also interviewed. Findings from the study showed that due to the paucity of funds, obsolete materials, and sub-standard materials being procured from roadside book hawkers hinders the college libraries in meeting the information needs of the students in these college libraries. It then concluded that only when there is standard procedure for collection management and acquisition of library materials that the knowledge and information needs of the students could be met. The study recommends that students and curriculum review committee members from various departments should always be involved in determining materials needed by the library to meet students information needs and that institution authority must fund, monitor and ensure compliance with the acquisition policy in place in the college libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=libraries" title="libraries">libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=published%20materials" title=" published materials"> published materials</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20needs" title=" information needs"> information needs</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/47292/evaluation-of-published-materials-in-meeting-the-information-needs-of-students-in-three-selected-college-libraries-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5343</span> Employer Learning, Statistical Discrimination and University Prestige</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paola%20Bordon">Paola Bordon</a>, <a href="https://publications.waset.org/abstracts/search?q=Breno%20Braga"> Breno Braga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates whether firms use university prestige to statistically discriminate among college graduates. The test is based on the employer learning literature which suggests that if firms use a characteristic for statistical discrimination, this variable should become less important for earnings as a worker gains labor market experience. In this framework, we use a regression discontinuity design to estimate a 19% wage premium for recent graduates of two of the most selective universities in Chile. However, we find that this premium decreases by 3 percentage points per year of labor market experience. These results suggest that employers use college selectivity as a signal of workers' quality when they leave school. However, as workers reveal their productivity throughout their careers, they become rewarded based on their true quality rather than the prestige of their college. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employer%20learning" title="employer learning">employer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20discrimination" title=" statistical discrimination"> statistical discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20returns" title=" college returns"> college returns</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20selectivity" title=" college selectivity"> college selectivity</a> </p> <a href="https://publications.waset.org/abstracts/19851/employer-learning-statistical-discrimination-and-university-prestige" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19851.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">580</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5342</span> Comparison of Student Grades in Dual-Enrollment Courses Taken Inside and Outside of Texas High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20A.%20Gallardo">Cynthia A. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20S.%20Hall"> Kelly S. Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristopher%20Garza"> Kristopher Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Challoo"> Linda Challoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mais%20Nijim"> Mais Nijim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual-enrollment programs have become more prevalent in college and high school settings. Also known as early college programs, dual-enrollment programs help students acquire a head start in earning college credit for post-secondary studies. The number and percentage of high school students who take college courses while in high school is growing. However, little is known about how dual-enrolled students fare. The classroom environment is important to learning. This study compares dually enrolled high school students who take courses that yield college credit either within their high school or at some other location. Mann-Whitney U was the statistical test used. Mean proportions were compared for each of the five standard letter grades earned across the state of Texas. Results indicated that students earn similar passing A, B, and C grades when they take dual-enrollment courses at their high school location but are more likely to fail if they take dual-enrollment courses at non-high school locations. Implications of results are that student success rate of dual-enrollment college courses may have a significant difference between the locations and student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-enrollment" title=" dual-enrollment"> dual-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/168852/comparison-of-student-grades-in-dual-enrollment-courses-taken-inside-and-outside-of-texas-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5341</span> Learning on the Go: Practicing Vocabulary with Mobile Apps</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shoba%20Bandi-Rao">Shoba Bandi-Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lack of college readiness is one of the major contributors to low graduation rates at community colleges, especially among educationally and financially disadvantaged students. About 45% of underprepared high school graduates are required to complete ‘remedial’ reading/writing courses before they can begin taking college-level courses. Mobile apps present ‘bite-size’ learning materials that can be useful for practicing certain literacy skills, such as vocabulary learning. The convenience of mobile phones is ideal for a majority of students at community colleges who hold full or part-time jobs. Mobile apps allow students to learn during small ‘chunks’ of time available to them outside of the class—during subway commute, between classes, etc. Learning with mobile apps is a relatively new area in research, and their effectiveness for learning new words has been inconclusive. Using Mishra & Koehler’s TPCK theoretical framework, this study explored the effectiveness of the mobile app (Quizlet) for learning one hundred common college-level words in ‘remedial’ writing class over one semester. Each week, before coming to class, students studied a list of 10-15 words presented in context within sentences. Students came across these words in the article they read in class making their learning more meaningful. A pre and post-test measured the number of words students knew, learned and remembered. Statistical analysis shows that students performed better by 41% on the post-test indicating that the mobile app was helpful for learning words. Students also completed a short survey each week that sought to determine the amount of time students spent on the vocabulary app. A positive correlation was found between the amount of time spent on the mobile app and the number of words learned. The goal of this research is to capitalize on the convenience of smartphones to (1) better prepare them for college-level course work, and (2) contribute to current literature on mobile learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20skills" title=" literacy skills"> literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Quizlet" title=" Quizlet"> Quizlet</a> </p> <a href="https://publications.waset.org/abstracts/56352/learning-on-the-go-practicing-vocabulary-with-mobile-apps" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5340</span> Closing the Assessment Loop: Case Study in Improving Outcomes for Online College Students during Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arlene%20Caney">Arlene Caney</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Fellag"> Linda Fellag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To counter the adverse effect of Covid-19 on college student success, two faculty members at a US community college have used web-based assessment data to improve curricula and, thus, student outcomes. This case study exemplifies how “closing the loop” by analyzing outcome assessments in real time can improve student learning for academically underprepared students struggling during the pandemic. The purpose of the study was to develop ways to mitigate the negative impact of Covid-19 on student success of underprepared college students. Using the Assessment, Evaluation, Feedback and Intervention System (AEFIS) and other assessment tools provided by the college’s Office of Institutional Research, an English professor and a Music professor collected data in skill areas related to their curricula over four semesters, gaining insight into specific course sections and learners’ performance across different Covid-driven course formats—face-to-face, hybrid, synchronous, and asynchronous. Real-time data collection allowed faculty to shorten and close the assessment loop, and prompted faculty to enhance their curricula with engaging material, student-centered activities, and a variety of tech tools. Frequent communication, individualized study, constructive criticism, and encouragement were among other measures taken to enhance teaching and learning. As a result, even while student success rates were declining college-wide, student outcomes in these faculty members’ asynchronous and synchronous online classes improved or remained comparable to student outcomes in hybrid and face-to-face sections. These practices have demonstrated that even high-risk students who enter college with remedial level language and mathematics skills, interrupted education, work and family responsibilities, and language and cultural diversity can maintain positive outcomes in college across semesters, even during the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AEFIS" title="AEFIS">AEFIS</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20research%20center" title=" institutional research center"> institutional research center</a> </p> <a href="https://publications.waset.org/abstracts/137064/closing-the-assessment-loop-case-study-in-improving-outcomes-for-online-college-students-during-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5339</span> An Evaluation of the MathMates Program Implemented in Andrew Hamilton Public School as Part of College-Community Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haofei%20Li">Haofei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To support academic growth and foster love of learning, MathMates has been introduced for grade 6-8 students at Andrew Hamilton public school in 2022. The program is targeted at students from diverse backgrounds, particularly those underperforming in Pennsylvania System of School Assessment (PSSA) exams. Then, this study aims to evaluate the efficacy of MathMates by comparing student performance on the PSSA test, before and after the intervention. Through a randomized control trial, the study will collect associated costs using the ingredients method and measure the effectiveness for cost-effectiveness analysis. Text messages will be sent to parents/guardians as a reminder of the program and to encourage student participation. The findings of this study will provide valuable insights for funding organizations seeking to understand the impact and costs of math tutoring interventions on student academic achievement, which also emphasizes the importance of the collaborative efforts between higher education and local public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20tutoring" title=" mathematics tutoring"> mathematics tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=college-community%20initiative" title=" college-community initiative"> college-community initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20schools" title=" middle schools"> middle schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Philadelphia%20public%20schools" title=" Philadelphia public schools"> Philadelphia public schools</a>, <a href="https://publications.waset.org/abstracts/search?q=after-school%20program" title=" after-school program"> after-school program</a>, <a href="https://publications.waset.org/abstracts/search?q=PSSA" title=" PSSA"> PSSA</a> </p> <a href="https://publications.waset.org/abstracts/166163/an-evaluation-of-the-mathmates-program-implemented-in-andrew-hamilton-public-school-as-part-of-college-community-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item 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