TY - JOUR
T1 - Two-Year Community
T2 - Community College Students Rise to the Challenge—Meeting the Time Demands of Highly Structured Courses
AU - Freeman, Scott
AU - Pape-Lindstrom, Pamela
AU - Casper, Anne
AU - Eddy, Sarah
N1 - Publisher Copyright:
© 2019 National Science Teaching Association.
PY - 2020
Y1 - 2020
N2 - High-structure course designs have reduced achievement gaps for low-income and underrepresented minority students at research universities. But do community college students have time to do the preclass preparation required for intensive active learning, given their work and family commitments? We asked introductory majors biology students at two community colleges, a regional comprehensive university, and a research university (R1) in two states to report the number of hours spent on various activities each week. Our sample included one low-structure and one high-structure course at each institution type. Community college students reported higher levels of nonacademic time commitments than students at the regional comprehensives and the R1s. The community college students in both states reported spending the same amount of time studying for their biology course as the students at the R1s; in one state, the community college students were spending more time studying than the students at the comprehensive university. Our data show that community college students commit as much time to biology as other students, demonstrating that they can readily meet the time demands of a high-structure course.
AB - High-structure course designs have reduced achievement gaps for low-income and underrepresented minority students at research universities. But do community college students have time to do the preclass preparation required for intensive active learning, given their work and family commitments? We asked introductory majors biology students at two community colleges, a regional comprehensive university, and a research university (R1) in two states to report the number of hours spent on various activities each week. Our sample included one low-structure and one high-structure course at each institution type. Community college students reported higher levels of nonacademic time commitments than students at the regional comprehensives and the R1s. The community college students in both states reported spending the same amount of time studying for their biology course as the students at the R1s; in one state, the community college students were spending more time studying than the students at the comprehensive university. Our data show that community college students commit as much time to biology as other students, demonstrating that they can readily meet the time demands of a high-structure course.
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U2 - 10.1080/0047231X.2020.12290645
DO - 10.1080/0047231X.2020.12290645
M3 - Article
AN - SCOPUS:85124523648
SN - 1943-4898
VL - 49
SP - 7
EP - 16
JO - Journal of College Science Teaching
JF - Journal of College Science Teaching
IS - 5
ER -