Demographic and Academic Characteristics of Pell Grant Recipients at Community Colleges
Findings from this paper suggest that while Pell recipients at community colleges have a stronger academic focus than non-Pell recipients, they may be taking more time to complete a credential than is prudent.
Facilitating Student Learning Through Contextualization (Assessment of Evidence Series)
This journal article reviews the evidence for contextualization, an instructional approach that connects foundational skills and college-level content.
Role Ambiguity in Online Courses: An Analysis of Student and Instructor Expectations
Using data from a qualitative investigation of online courses at two community colleges, this paper examines how expectations about the roles of online student and online instructor differ among these two groups.
Redesigning the Pell Grant Program for the Twenty-First Century
In this discussion paper, the authors argue that the time has come to comprehensively redesign the Pell program, and they propose three major structural reforms to the Pell Grant program.
Envisioning Performance Funding Impacts: The Espoused Theories of Action for State Higher Education Performance Funding in Three States
This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.