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Most community colleges offer both, so students actually have the option of mixing.On the ground, mixing makes sense for students with time-consuming jobs.Also consistent with this commitment, Columbia University prohibits any form of discrimination against any person on the basis of race, color, religion, sex, gender, pregnancy, age, national origin, disability, sexual orientation, marital status, status as a victim of domestic violence, citizenship or immigration status, creed, genetic predisposition or carrier status, unemployment status, partnership status, military status, or any other applicable legally protected status in the administration of its educational policies, admissions policies, employment, scholarship and loan programs, and athletic and other University-administered programs and functions.
The dissertation may be in any scholarly tradition or methodology and focus on any topic in the field.
The Dissertation of the Year Award is named in honor of Dr.
It isn’t obvious to me why they do it, but they do it consistently.
I’m also fascinated by the “online completion paradox,” which refers to data suggesting that completion rates for online courses are slightly lower than classroom courses, but that students who mix-and-match complete at higher rates than students who go entirely classroom.
In the four-years, students are likelier to be focused on one or the other. I’d guess that the unique preponderence of mixed-format students in this sector is probably a function of a few factors.
The most basic is that we run ample classes in both formats.
students looking for a dissertation topic might want to check this out.
In the two-year sector, for instance, it showed that online enrollments are up, even as overall enrollments in the sector are down. Intriguingly, it also shows that the category of students who mix and match between online and classroom courses is much larger than the category who take only online, but that’s only true for the two-year sector.
Fridays, evenings, and weekends are much quieter on campus than they were before, but that only represents new “capacity” in a theoretical sense.
Fridays aren’t quiet because we’re failing to meet demand; they’re quiet because there isn’t much demand.) I’m fascinated by the seeming contradiction that students tend to avoid blended classes, but they happily build blended schedules.