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Characteristics of Learning Frameworks Courses in Texas Public Community Colleges

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Title: Characteristics of Learning Frameworks Courses in Texas Public Community Colleges
Authors: Russ Hodges, Taylor W. Acee, Stephanie M. Jarrett, René Leblanc, Yuting Lin, Amarilis M. Castillo, Christie Hill-Troglin Cox, Christie Lawson, Candice P. Oelschlegel, Darolyn A. Flaggs
Source: Journal of College Academic Support Programs. 2019 2(1):7-23.
Availability: Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Study Skills, Instructional Design, Course Descriptions, Courses, Curriculum, Textbooks, Educational Resources, Evaluation Methods, Student Evaluation
Geographic Terms: Texas
ISSN: 2577-9990
Abstract: In this qualitative study, the authors extend the previous research and present findings from a study investigating post-secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating Board. Researchers focused on learning frameworks courses offered at Texas public community colleges in the Fall 2016 and Spring 2017 semesters. A total of 44 course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics; theoretical perspectives (or lack thereof); textbooks, resources, and assessment selections; and instructor training. The authors recommended the development of statewide resources to assist institutions in meeting statewide curricula requirements.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1408265
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Russ+Hodges%22">Russ Hodges</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor+W%2E+Acee%22">Taylor W. Acee</searchLink><br /><searchLink fieldCode="AR" term="%22Stephanie+M%2E+Jarrett%22">Stephanie M. Jarrett</searchLink><br /><searchLink fieldCode="AR" term="%22René+Leblanc%22">René Leblanc</searchLink><br /><searchLink fieldCode="AR" term="%22Yuting+Lin%22">Yuting Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Amarilis+M%2E+Castillo%22">Amarilis M. Castillo</searchLink><br /><searchLink fieldCode="AR" term="%22Christie+Hill-Troglin+Cox%22">Christie Hill-Troglin Cox</searchLink><br /><searchLink fieldCode="AR" term="%22Christie+Lawson%22">Christie Lawson</searchLink><br /><searchLink fieldCode="AR" term="%22Candice+P%2E+Oelschlegel%22">Candice P. Oelschlegel</searchLink><br /><searchLink fieldCode="AR" term="%22Darolyn+A%2E+Flaggs%22">Darolyn A. Flaggs</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+College+Academic+Support+Programs%22"><i>Journal of College Academic Support Programs</i></searchLink>. 2019 2(1):7-23.
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  Data: Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: In this qualitative study, the authors extend the previous research and present findings from a study investigating post-secondary theoretically-based study strategy courses. In Texas, these courses are known as learning frameworks courses, offered for college credit, and derive full-formula funding from the Texas Higher Education Coordinating Board. Researchers focused on learning frameworks courses offered at Texas public community colleges in the Fall 2016 and Spring 2017 semesters. A total of 44 course coordinators or their designees were interviewed via phone or email. Using content analysis, researchers coded data into content categories and thematic units. Findings provide historical, administrative and curricula perspectives including primary distinctions among course topics; theoretical perspectives (or lack thereof); textbooks, resources, and assessment selections; and instructor training. The authors recommended the development of statewide resources to assist institutions in meeting statewide curricula requirements.
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  Data: EJ1408265
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        PageCount: 17
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    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Study Skills
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      – SubjectFull: Instructional Design
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Courses
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Texas
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