Stacey Sherwin

Bio: Stacey Sherwin is an academic researcher. The author has contributed to research in topics: Action research. The author has an hindex of 1, co-authored 1 publications receiving 10 citations.

Community College Vice Presidents' Perceptions of Academic Partnerships

Abstract: Partnerships have a very important place among two- and four-year institutions as they allocate limited resources to continue to give higher education students a quality education. Community college vice presidents desire to give students options of completing degrees while maintaining jobs and supporting families along with options of pursuing advanced degrees. This qualitative study, which uses a phenomenological approach, will explore the perceptions of higher education community college vice presidents regarding the factors that affect partnerships between two- and four-year institutions of higher education. The main research question and sub-questions, to be explored are as follow: How do vice presidents of two-year educational institutions perceive partnerships with four-year institutions? a. How do perceptions of communication affect partnerships between two-and four-year higher education institutions? b. How do perceptions of agreement affect partnerships between two-and four-year higher education institutions? c. How do perceptions of trust affect partnerships between two-and four-year higher education institutions? d. How do perceptions of collaboration and accountability affect partnerships between two-and four-year higher education institutions?

The Relationship Between Community College Academic Advising and Time to Degree Completion

Abstract: The Relationship Between Community College Academic Advising and Time to Degree Completion by Brenda Wepfer Pongracz MM, Temple University, 2000 MM, Cleveland State University, 1996 BA, Hiram College, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2016 Abstract Increasing student on-time completion is a challenge for many higher education institutions. In the community college chosen for this study, only 5.2% of its first-timein-college, full-time students graduated within 3 years with a 2-year degree. The purpose of this study was to explore the relationship between participation in the college’s academic advising program and students’ time-to-degree completion, based on the preand post-entry attributes outlined in Tinto’s institutional departure theory. A nonexperimental, correlational, quantitative research method with multiple regression analysis was applied, using a convenience sample of 190 graduating students from the institution’s 2011 Integrated Postsecondary Education Data System (IPEDS) cohort. Specifically, the quantitative design employed bivariate correlation analysis to select applicable preand post-entry characteristics and then regression analysis to determine the degree to which academic advising predicted time-to-degree completion based on characteristics. The regression analysis indicated that the variables of first-generation, intent to transfer, use of services, club participation, and financial aid eligibility significantly impacted student time to degree completion. The data analysis also indicated that students who did not see an academic advisor graduated faster than those who did. These findings led to a white paper recommending implementation of a tieredIncreasing student on-time completion is a challenge for many higher education institutions. In the community college chosen for this study, only 5.2% of its first-timein-college, full-time students graduated within 3 years with a 2-year degree. The purpose of this study was to explore the relationship between participation in the college’s academic advising program and students’ time-to-degree completion, based on the preand post-entry attributes outlined in Tinto’s institutional departure theory. A nonexperimental, correlational, quantitative research method with multiple regression analysis was applied, using a convenience sample of 190 graduating students from the institution’s 2011 Integrated Postsecondary Education Data System (IPEDS) cohort. Specifically, the quantitative design employed bivariate correlation analysis to select applicable preand post-entry characteristics and then regression analysis to determine the degree to which academic advising predicted time-to-degree completion based on characteristics. The regression analysis indicated that the variables of first-generation, intent to transfer, use of services, club participation, and financial aid eligibility significantly impacted student time to degree completion. The data analysis also indicated that students who did not see an academic advisor graduated faster than those who did. These findings led to a white paper recommending implementation of a tiered academic advising approach, development of specific advising outcomes, and increased data collection to improve the advising structure at the institution. By working to increase the IPEDS graduation rate, the institution can provide opportunities for students to increase their employment and earnings potential, improving the overall quality of life for students, their families, and the community, thus promoting positive social change. The Relationship Between Community College Academic Advising and Time to Degree Completion by Brenda Wepfer Pongracz MM, Temple University, 2000 MM, Cleveland State University, 1996 BA, Hiram College, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University October 2016 Dedication This document is dedicated to my wonderful husband and children who supported me throughout this process and allowed me the time to complete my degree. I would also like to thank my parents, who always believed I would obtain my doctorate. And to my in-laws, who are very excited to have a Dr. Pongracz in the family! Acknowledgments I would like to thank my doctoral chair, Dr. William McCook, and committee members, Dr. Sydney Parent and Dr. Richard Hammett, who provided support, insight, and assistance throughout the process of writing this document. I would also like to acknowledge my statistical support team of Robert and Ann, who provided great conversation, understanding, and a different perspective for me while analyzing my data. Finally, I would like to thank all my wonderful colleagues and supporters at my current institution, who helped me formulate ideas and talk about research possibilities. Their support and collaboration throughout this process made it much more enjoyable and helped me grow as a scholar and practitioner. Finally, the support of the Walden research team and professors throughout my studies gave me the information and resources needed to complete this study.

Perceptions and Experiences of Students Who Withdrew from College Prior to Degree Attainment.

Abstract: Perceptions and Experiences of Students Who Withdrew from College Prior to Degree Attainment

Administrator Perceptions of How Developmental Education Impacts Student Attrition

Abstract: Administrator Perceptions of How Developmental Education Impacts Student Attrition by Jennifer Michelle Price MA, Bowie State University, 2007 BS, Indiana University of Pennsylvania, 1999 Doctoral Study Submitted in Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Abstract Nationally and locally, developmental education students attending community colleges are not persisting at a high rate. This growing attrition problem affects many aspects of a local community college including enrollment, completion rates, and tuition revenue. The purpose of this study was to analyze community college administrators’ perceptions of developmental education and how developmental education affects student attrition. TheNationally and locally, developmental education students attending community colleges are not persisting at a high rate. This growing attrition problem affects many aspects of a local community college including enrollment, completion rates, and tuition revenue. The purpose of this study was to analyze community college administrators’ perceptions of developmental education and how developmental education affects student attrition. The conceptual framework of this study, social constructivism, provided a foundation to better understand the role each administrator plays in this social group. A qualitative study through structured interviews was conducted, targeting 10 college administrators from 1 local community college, from each of the following college units: student affairs, academic affairs, and finance. Once data were collected through the interview process and transcribed, major themes and categories were developed by examining majority common responses to the interview questions. The findings found administrator perceptions of developmental education and how it impacts student attrition heavily focused on students’ personal problems, need for improved student engagement, teaching methods, and curriculum delivery modalities that would promote student success. Success of these students is significant to the financial and enrollment sustainability of the local community college. This sustainability in terms of increased enrollment, tuition revenue, and completion rates contributes to social change within the local community college and the community by developing community members through education. Administrator Perceptions of How Developmental Education Impacts Student Attrition by Jennifer Michelle Price MA, Bowie State University, 2007 BS, Indiana University of Pennsylvania, 1999 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of

The impact of a student success course on developmental students' retention

Abstract: This study uses longitudinal data from community college students enrolled in developmental reading classes to explore the impact of a success course on key momentum points and milestones. Working from an institutional database, a cohort of first semester students (N = 1,427) from a public community college in New England was tracked from fall 2007 through spring 2013. Developmental reading students enrolled in a newly-instituted success course (N = 359) were compared to peers who did not enroll in the course. Chi square analyses addressed the relationship between reading level and success course enrollment and between success course enrollment and retention (2 and 4 semester), momentum points (enrollment into developmental writing and gateway writing courses), and milestones (completing an associate’s degree or transferready status). The results demonstrate a small (6-10%) but consistent effect of enrollment in the success course in facilitating the acquisition of academic goals. Regression analyses evaluated the demographic characteristics associated with these variables. In individual predictive analyses, nonwhite, first generation, and female students were significantly less likely to complete momentum points or milestones; however, in the full model race was the most consistent predictor, with completion ratios for nonwhite students 2-5 times lower than white students. Findings demonstrate the effectiveness of enrollment in a success course as a means of facilitating the achievement of academic goals, and further demonstrate that a 1-credit version of the course is the most effective delivery.