Agriculture Courses during Summer School: Community College Students' Interests and Preferences

By Keith, Steve; Akers, Cindy et al. | NACTA Journal, December 2010 | Go to article overview

Agriculture Courses during Summer School: Community College Students' Interests and Preferences


Keith, Steve, Akers, Cindy, Wingenbach, Gary, NACTA Journal


Abstract

Forty-eight students currently enrolled at North Central Texas College were asked about factors influencing their decision to enroll in summer school agriculture courses. Identifying significant factors may help educators improve the scheduling and feasibility of summer school courses for both their institutions and students. This study investigated students' levels of interest in agriculture courses during summer school, preferred subject area(s), and delivery format. The results showed that common factors influencing students' choices to attend summer school have changed very little over the past few decades. This study also found that a large percentage of students who had never enrolled in summer school courses were interested in such courses to satisfy one of three current educational goals: associate's degree, core curriculum basics for university transfer, or technical certificate. Additional analyses revealed that many students who were not interested in agriculture summer courses had never enrolled in any non-agriculture summer school courses. Students indicated animal science and equine science as the most preferred subject areas and Monday through Thursday for five consecutive weeks as the most preferred delivery format. Community college educators and administrators should continue investigating students' preferences for summer school agriculture courses and use the findings from this study to evaluate their current course offerings for summer school.

Introduction

Summer school is included in the academic plans of many students at various institutions, including North Central Texas College. Summer courses are offered in a variety of disciplines and delivery formats to accommodate student and faculty schedules. These courses also create opportunities for additional income for both faculty and institutions. This study focused on the preferences of currently enrolled agriculture students with regard to possible summer school courses offered at North Central Texas College in the agriculture department. Specifically of interest were students' preferred subject areas, delivery format, and factors which might influence their decisions to enroll. A review of the literature did not reveal previous research on agriculture students' preferences for agriculture courses during summer school among community college students. Sample populations in related studies either represented general student populations enrolled in summer school or students enrolled in business classes during a summer school term.

Wayland et al. (2000) stated that a successful summer school program should offer courses that students want and need and an appropriate schedule of those courses. At North Central Texas College, courses selected by administrators for summer terms historically have been part of the institution's core curriculum. Literature suggests that students choose to attend summer school to graduate on time, complete their degrees more quickly, decrease course loads for regular fall or spring semesters, and/or make up course credits (Chandler and Weiler, 1995; Keller, 1982; Patterson et al., 1981). Scott (1995) reported that students who enrolled in summer courses had expectations of less time required and that the academic standards were less rigorous than during the traditional academic year.

Very few community colleges offer agriculture courses during summer school. The purpose of this study was to explore students' preferences and expectations of summer school and factors influencing their decision to enroll in agriculture courses. The specific objectives guiding the study were to:

1. Determine the demographics of currently enrolled participating students;

2. Determine students' levels of interest in enrolling in summer school agriculture courses;

3. Determine common factors influencing students' decisions to enroll in a summer school courses; and,

4. Determine students' preferences with respect to subject areas and delivery formats for agriculture courses which could be offered during summer semesters. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Agriculture Courses during Summer School: Community College Students' Interests and Preferences
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.