Artikel: Major Movement: Examining Meta-Major Switching at Community Colleges.
The review of higher education
2022 Band 44, Heft 2, Seite(n) 189–235
Abstract: Evidence of inefficient course-taking patterns at community colleges has spurred policy conversations about how to ensure effective course sequences. Structural reforms, like guided pathways, seek to reduce major switching as a means to streamline ... ...
| Abstract | Evidence of inefficient course-taking patterns at community colleges has spurred policy conversations about how to ensure effective course sequences. Structural reforms, like guided pathways, seek to reduce major switching as a means to streamline student course taking and eliminate unnecessary credits. By placing students into broad fields of study-called meta-majors-and encouraging persistence within that general field (where coursework narrows toward a specific program over time), community colleges may help students progress toward their desired degree. But how often do students leave that meta-major, and what predicts meta-major switching? We use national data to examine meta-major switching at community colleges. Our findings suggest that almost 40 percent of students switch between meta-majors (eight broad major fields, plus undecided) between their first and third years of college. We describe the varied destinations and predictors across origin meta-majors and consider implications for colleges as they seek to assess ongoing reforms. |
|---|---|
| Sprache | Englisch |
| Erscheinungsdatum | 2022-09-08 |
| Erscheinungsland | United States |
| Dokumenttyp | Journal Article |
| ZDB-ID | 2019686-6 |
| ISSN | 1090-7009 ; 0162-5748 |
| ISSN (online) | 1090-7009 |
| ISSN | 0162-5748 |
| DOI | 10.1353/rhe.2020.0044 |
| Datenquelle | MEDical Literature Analysis and Retrieval System OnLINE |
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