Showing papers in "Community College Journal of Research and Practice in 2007"
TL;DR: In this article, a study was conducted to determine the degree of stress perceived by students at two community colleges in southern Illinois and found that 75% were in a moderate stress category; 12% in a high stress category, and 13% in low stress category.
Abstract: The purpose of the study was to determine the degree of stress perceived by students at two community colleges in southern Illinois. The Perceived Stress Scale was used to gather data from 212 students enrolled in regularly scheduled psychology classes. Of the students, 75% were in a moderate stress category; 12% in a high stress category, and 13% in a low stress category. Women students were more stressed than men; there were no statistically significant differences between traditional and nontraditional students. The most often used activities to cope with stress included talking to family and friends, leisure activities, and exercising. Less desirable coping strategies were drinking alcohol, smoking, and using illegal drugs. Suggestions for community college personnel to use in assisting students cope with stress are discussed.
268 citations
TL;DR: In this paper, a cross-sectional study examined a cohort of 717 students at a multicultural university in Southern California who transferred from 64 California community colleges during 1994 and 1995 using the Laanan-Transfer Students' Questionnaire (L-TSQ).
Abstract: The movement of students from community colleges to 4-year colleges or universities has been an area of inquiry that has received attention from researchers and policy makers. A plethora of research has focused on the academic outcomes of transfer students at senior institutions. Specifically, the concept of transfer shock has been used to explain transfer students' academic adjustment as measured by GPA. The intent of this study was to move beyond the transfer shock concept by building on previous works to establish new methods, concepts, and frameworks to better understand and characterize the complex transfer process of community college students. This cross-sectional study examined a cohort of 717 students at a multicultural university in Southern California who transferred from 64 California community colleges during 1994 and 1995. Utilizing the Laanan-Transfer Students' Questionnaire (L–TSQ),© the study employed the concepts of quality of effort, student involvement, and culture shock as guiding the...
207 citations
TL;DR: In this article, the authors investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to non-firstgeneration students and found that academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades.
Abstract: The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed.
194 citations
TL;DR: In this article, the authors examined the relationship between participation and location of dual-credit enrollment and the educational aspirations of high school students, and found that concurrent enrollment location was a significant predictor of educational aspirations.
Abstract: This study examined the relationship between participation and location of dual-credit enrollment and the educational aspirations of high school students. A total of 304 students from 5 rural Kansas high schools were surveyed. The return rate was 80.9%. Results indicated that participation in dual-credit programs had a positive and significant relationship with educational aspirations. Other independent variables that demonstrated strong predictive importance for educational aspirations were parents’ educational levels and grades. The findings further indicated that concurrent enrollment location was a significant predictor of educational aspirations.
62 citations
TL;DR: This paper found that minority students were generally more successful in high-impact colleges and were more likely to coordinate their programs and services to support student success, while low impact colleges were less likely to do so.
Abstract: There has been little research on institutional effectiveness at community colleges. A key challenge is how to compare colleges that serve students with widely varying characteristics. Using transcript-level data on over 150,000 Florida community college students, we estimated the effect on the graduation, transfer, and persistence rates of minority students at each of the 28 Florida community colleges as a proxy for institutional effectiveness. We ranked the colleges based on these estimated effects and selected six colleges for field research—3 that had a high impact on minority student success and three that had a low impact. Our fieldwork focused on a set of 7 elements of institutional policy, practice, and culture that we hypothesized are important for promoting student success. We found that the high-impact colleges were more likely than the low-impact colleges to coordinate their programs and services to support student success. We also found that minority students were generally more successful in...
61 citations
TL;DR: This article questioned the value of student ratings of teaching: Is the effort of doing student evaluations worth the institutional investment or is it simply a routine process which has little or no effect on improving teaching.
Abstract: Colleges and universities invest time, personnel, and money into the process of student evaluations of faculty. These data provide only one measure of evaluating the quality and effectiveness of instruction. This research responded to the lack of emphasis on more effective use of the data for the purpose of improving teaching effectiveness by questioning the opinions and practices of students, faculty, and administrators. More importantly, this research questioned the value of student ratings of teaching: Is the effort of doing student evaluations worth the institutional investment or is it simply a routine process which has little or no effect on improving teaching?
47 citations
TL;DR: In this paper, the authors focused on how the activities of rural community colleges impacted local community self-identity and identified four primary themes as outcomes of these rural colleges' actions: developing community inclusiveness, developing community pride, creating a value-added community lifestyle, and being the central defining component of the host community.
Abstract: Community colleges in rural environments provide a variety of services. There is a great deal of documentation supporting those services that are academic and economic. The noneconomic and nonacademic results of community college activities, however, have an undocumented yet significant impact on local communities. The current study focused on how the activities of rural community colleges impacted local community self-identity. Using three case studies in the rural mid-south, four primary themes were identified as outcomes of these rural colleges' actions: developing community inclusiveness, developing community pride, creating a value-added community lifestyle, and being the central defining component of the host community.
46 citations
TL;DR: This article examined whether developmental writing course participants completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates when compared to nonparticipants.
Abstract: This study examined the relationships between first semester participation in a community college developmental writing course and persistence and goal attainment. The study examined whether developmental writing course participants completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates when compared to nonparticipants. Analysis of the data revealed that initial participants completed more of the credit hours they attempted than did nonparticipants; later participants enrolled for more semesters than did nonparticipants, on average; and at the end of the 3-year period, no significant difference was found between degree/certificate completion and initial participation.
40 citations
TL;DR: In this paper, the authors explored minority faculty's satisfaction and opinions regarding faculty issues such as benefits, job satisfaction overall, and faculty workload, and found that there is a gap in the literature relative to community college minority faculty satisfaction in rural and urban areas.
Abstract: Due to limited knowledge about faculty at community colleges, not much attention has been given to their job satisfaction and opinions. In particular, there is a gap in the literature relative to community college minority faculty's satisfaction in rural and urban areas. Thus, the purpose of this study was to explore minority faculty's satisfaction and opinions regarding faculty issues such as benefits, job satisfaction overall, and faculty workload. Descriptive statistics were used to analyze the data along with analysis of variance to determine if there are significant mean differences among the various geographical settings. The National Study of Postsecondary Faculty 1999 database was utilized for this study. The findings of this research revealed more similarities than differences between urban and rural minority community college faculty about their satisfaction and opinions.
37 citations
TL;DR: In this article, a mailed survey was used to gather data from a national sample of incumbent community college presidents with 286 out of 389 responding for a return rate of 74% and nearly 70% of presidents believe that there is a need to expand in-house development programs.
Abstract: This study was conducted because of the paucity of research on community college leadership development programs. A mailed survey was used to gather data from a national sample of incumbent community college presidents with 286 out of 389 responding for a return rate of 74%. Of national and regional programs, the Chair Academy, the Executive Leadership Initiative, and the Future Leaders Institute had the highest percentages of participation by top-level community college administrators. Nearly 70% of presidents believe that there is a need to expand in-house development programs.
37 citations
TL;DR: In this article, the authors describe an initiative to increase retention at a 2-year college in the Northeast United States, which involved a collaborative, intrusive advising approach to intervene with students at-risk for academic failure or experiencing difficulty with the transition to the college.
Abstract: The study describes an initiative to increase retention at a 2-year college in the Northeast United States. The process involved a collaborative, intrusive advising approach to intervene with students at-risk for academic failure or experiencing difficulty with the transition to the college. Components of the mixed-method design included collecting, analyzing, and discussing data from prematriculation surveys, focus group discussions, advisement logs, and attendance/tardy records. Formative data were available for faculty advisors so they could monitor and intervene with students who were experiencing academic difficulties early in their college experience. Results from the first-year implementation showed that collaborative, intrusive advising increases faculty advisor communication and has the potential to increase retention at the college level.
TL;DR: This article investigated the experience of rural community college leaders to determine more about the phenomenon of how they constructed their leadership given their rural context, and found that less anonymity for rural Community College leaders, a reliance on relationship building to accomplish goals, and a smaller local peer network to aid in reflecting upon the duties of the president.
Abstract: Rural America is characterized by decreasing populations, increasing poverty, limited economic growth, and limited access to cultural events. The context of the rural environment makes leading colleges in these locations different than in larger, more urban regions. The research reported here investigated the experience of rural community college leaders to determine more about the phenomenon of how they constructed their leadership given their rural context. Findings indicate less anonymity for rural community college leaders, a reliance on relationship building to accomplish goals, and a smaller local peer network to aid in reflecting upon the duties of the president.
TL;DR: This article examined the relationship between ethnic background, orientation course participation, and degree completion and found that participants who participated in the orientation course were 72 times higher than non-participants in the course.
Abstract: This article reports an examination of the predictive nature of orientation course participation and degree completion. It also inspects the potential interactions between ethnic background, orientation course participation, and degree completion. Although interaction terms for African American and Hispanic student participation in orientation courses were not significantly predictive of degree completion, a significant main effect was found for orientation course participation and degree completion. Graduation for students who participated in the orientation course was 72 times higher than for nonparticipants. This main effect—as well as the interaction term for White students participating in the orientation course—and degree completion accounted for 30% of the variance in the criterion of variable degree completion.
TL;DR: Pace et al. as discussed by the authors found that the extent to which students' exert their time and effort in the educational opportunities and activities provided by institutions directly impacts their growth and development.
Abstract: Pace (1979b) delineates a model for the study of student development and college impress. That model was the basis for his development of the College Student Experiences Questionnaire (CSEQ) and the Community College Student Experiences Questionnaire (CCSEQ). His perspective is similar to Astin (1970 1984) and Tinto (1975 1986) in that each posit student time and effort to be the key constructs associated with outcomes of the college experience. These authors also postulate that the extent to which students' exert their time and efforts in the educational opportunities and activities provided by institutions directly impacts their growth and development. This study tests Pace's model using a sample of community college students in 40 community colleges across the United States with the student outcome being perceived gains in personal and social development. Results strongly support Pace's proposition relative to student effort in that effort is the most important determinant of perceived gains. Recommend...
TL;DR: There have been over 214 privatized, non-recourse-financed student housing projects on college and university campuses in the United States, with at least 11 occurring on comm....
Abstract: Today's community colleges are experiencing tremendous growth at a time when higher education is experiencing little success in the fierce battle for public funding. Administrators believe that providing housing on college campuses increases enrollment and improves access, but they are having difficulty meeting students' demands for both quantity and quality of student housing. Community college leaders are challenged to find alternative ways to achieve new housing on their campuses. With resources already stretched, institutions sometimes struggle to find funding sources for these projects due to their impact on institutional debt service. Many colleges are turning to private foundations and corporations for their financing, construction, and management needs. This practice has increased dramatically over the past 10 years. To date, there have been over 214 privatized, nonrecourse-financed student housing projects on college and university campuses in the United States, with at least 11 occurring on comm...
TL;DR: In this article, the authors proposed a tool for evaluating faculty technology integration performance based on research on faculty development and the technology adoption process, with the goal of stimulating development of faculty expertise linked to technology goals.
Abstract: The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use throughout institutions, and linking technology use to the faculty reward system are key concerns addressed in this proposed tool for evaluating faculty technology integration performance. The tool is based on research on faculty development (Howery, 1997) and the technology adoption process (Hall, Loucks, Rutherford, & Newlove, 1975). Stimulating development of faculty expertise linked to technology goals is the goal of applying the tool.
TL;DR: Articulation agreements have been part of the American educational scene for well over 100 years as mentioned in this paper and they became more common as the numbers of community colleges grew during the 1960s and 1970s.
Abstract: Articulation agreements have been part of the American educational scene for well over 100 years. Initially implemented as a tool for more effectively and efficiently delivering liberal educations, they became more common as the numbers of community colleges grew during the 1960s and 1970s. During the mid-1980s, the universal education promise of open enrollment was seen by many as a way of “dead-ending” minority students. This perception attracted much scholarly attention and foundation funding. It also resulted in many efforts to improve minority transfer, including negotiated articulation agreements. The past decade has seen higher education expenses increase more rapidly than other state expenses. Articulation agreements are attractive during such periods because of their cost savings potential. Scholars and administrators involved in developing these agreements can prepare themselves for discussions and negotiations by understanding some of the reasons why they have varied in popularity and utility. ...
TL;DR: The authors explored the implications of resource dependency theory for mission differentiation between dual-funded and state-funded community colleges and found significant differences in their student bodies, programming, expenditures, and outcomes.
Abstract: Community colleges are unique among higher education institutions in their potential access to local appropriations as well as state funding. A total of 26 states reported to the Education Commission of the States in 2001 that community colleges in their states received some share of local funding. Using data for 781 public community colleges, we explored the implications of resource dependency theory for mission differentiation between dual-funded and state-funded colleges. Significant differences were observed in their student bodies, programming, expenditures, and outcomes. These differences have implications for the increasing dependence on state funding for community colleges and the roles these institutions play.
TL;DR: The authors explored the oral communication apprehension (CA) levels of first-generation college students at a 2-year case study community institution and found that students used elements of communication orientation motivation, intrapersonal communication, guided visualization, skills training, physical self-regulation, preparation, practice, humor, and a combination app to deal with their CA.
Abstract: The study explored the oral communication apprehension (CA) levels of first-generation college students at a 2-year case study community institution. Overall and general-context CA were measured using the Personal Report of Communication Apprehension-24 (PRCA-24). The survey was sent by e-mail to 2,040 institutionally-identified first-generation 2-year college students. A total of 161 responses were received from students. In addition to taking the PRCA-24, students were asked to describe how they dealt with an apprehensive communication experience. Data were analyzed using descriptive statistics and a thematic analysis. First-generation 2-year college students had a CA profile similar to reported levels for national norms. Further, students were shown to use a variety of ways to deal with their CA. Students used elements of communication-orientation motivation, intrapersonal communication, guided visualization, skills training, physical self-regulation, preparation, practice, humor, and a combination app...
TL;DR: In this paper, a case study examined how 7 instructors and 78 students in California and Texas responded to the changes involved in implementing one type of reform program, the scenario-based curriculum (Schank, 1997).
Abstract: Community college educators seek to infuse their workforce courses with more “real world” activities. This 3-year case study examined how 7 instructors and 78 students in California and Texas responded to the changes involved in implementing one type of reform program—the scenario-based curriculum (Schank, 1997). The study shows that the curriculum challenged both instructors' and students' conceptions of technical course instruction. It also showed that they could embrace this curriculum's blend of professional skills and technical education if it was adapted to help them manage teamwork, understand learning goals, and gauge the quality of students' professional and technical performance.
TL;DR: This paper explored the possible intrinsic and extrinsic motivational factors that community college students may bring with them into the classroom and examined how these motivational factors affect students' learning inside and outside the community college classroom walls.
Abstract: This article explores the possible intrinsic and extrinsic motivational factors that community college students may bring with them into the classroom It examines how these motivational factors affect students' learning inside and outside the community college classroom walls The motivational factors such as mastery, self-determination, belongingness, and social responsibility that drive first language learners to achieve a level of advanced literacy is an important avenue of exploration Such exploration helps develop an understanding of many of the problems related to developing highly literate community college students By gaining a stronger understanding of what motivates our students, especially what motivates them outside of the classroom, both community college leaders and instructors may be better equipped to provide appropriate environmental and pedagogical opportunities for literacy learning
TL;DR: In this article, a phenomenological study addressed the following question: How do community college presidents experience self-reflection in their leadership roles? Male and female college presidents of diverse racial backgrounds were interviewed to better understand how they experienced self-reflective in their own leadership.
Abstract: This phenomenological study addressed the following question: How do community college presidents experience self-reflection in their leadership roles? Male and female community college presidents of diverse racial backgrounds were interviewed to better understand how they experienced self-reflection in their own leadership. Three themes emerged: mindfulness, discovery, and authenticity revealing the essence of reflective leadership, self-care. Presidents spent deliberate time in introspection and inquiry, expanding self-awareness to lead others.
TL;DR: This paper explored perceptions of community college students and their characteristics, focusing on issues of responsibility, perceptions of self and others, personal experiences, and academic preparedness relative to community college status.
Abstract: This article explores perceptions of community college students and their characteristics, focusing on issues of responsibility, perceptions of self and others, personal experiences, and academic preparedness relative to community college status. A brief survey was developed to measure these perceptions in both community college and 4-year/senior college education students within the same university system. Results indicate that community college students were more likely to agree with statements related to social responsibility in becoming teachers and liking children, while senior college students were more likely to disagree that they would have preferred attending a different college. Both community college and 4-year students perceived a community college education as less valued by society in general.
TL;DR: The authors identified, described, and interpreted community college mission statement messages as they appeared in print and on the web site, and analyzed each institution's similar, different, unique, and unintended messages.
Abstract: This basic interpretive qualitative study identified, described, and interpreted community college mission statement messages as they appeared in print and on the web site. The study analyzed each institution's similar, different, unique, and unintended messages. The within-case inductive analysis found emergent mission statement messages in the print materials and on the web site. A deductive analysis then was conducted using Newsom and Hayes (1990) mission statement component framework. Inductive and deductive cross-case analyses were completed to compare and contrast institutional messages resulting in the 3 themes discussed in this article: access, diversity, and service area. The authors recommend that community colleges use an inductive and deductive checklist to examine their print materials and web site for message consistency between the two mediums and their mission statement.
TL;DR: In this article, a constructive development approach was used to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students.
Abstract: This study utilized a constructive-developmental approach to accomplish 3 purposes: to create a developmental stage profile for a population of students attending a single community college, to analyze variations within and between subpopulations, and to explore the implications for administrators and planners seeking to provide supportive environments for different populations of students. The resulting profile indicated a wide range of variation within the overall population and significant variations between traditional and non-traditional age students. Implications for educational programming and supportive services were identified by using a constructive-developmental approach as an interpretive framework.
TL;DR: In this paper, the authors conceptualized entrepreneurial forms of community college revenues as undermining finance equity and examined their distribution through a single-state case study, concluding that colleges serving wealthier communities will be more successful in obtaining revenues from performance funding and private fundraising.
Abstract: This study conceptualizes entrepreneurial forms of community college revenues as undermining finance equity and examines their distribution through a single-state case study. The hypothesis that colleges serving wealthier communities will be more successful in obtaining revenues from performance funding and private fundraising is tested. Based on a Spearman's correlation analysis of college rankings of community wealth and revenues received from governmental and private sources, the findings show that wealthier colleges in Massachusetts are not more or less successful in garnering funds from performance incentive programs or fundraising. The potential effect of these forms of revenues on finance equity is considered. The study provides a model for replication in other states.
TL;DR: In this paper, the status of technology-based distance education offered by rural community colleges in 9 states is described and the distance education technology issues facing these institutions are discussed, with the implications for national associations and organizations, universities, state and federal policymakers, and the community colleges are discussed.
Abstract: In the mid-1990s, distance education seemed to hold the future for rural community colleges. As distance education has moved to Internet-based technologies, concern has been raised about the digital divide and its impact on distance education. This article describes the status of technology-based distance education offered by rural community colleges in 9 states, and it identifies the distance education technology issues facing these institutions. Implications for national associations and organizations, universities, state and federal policymakers, and the community colleges are discussed.
TL;DR: In over 40 years in education, I have seldom read a more captivating analysis of the importance of mindfully creating a mission-driven environment that focuses on students than Putting Students First as mentioned in this paper.
Abstract: In over 40 years in education, I have seldom read a more captivating analysis of the importance of mindfully creating a mission-driven environment that focuses on students than Putting Students Fir...
TL;DR: How the current state fiscal condition has altered lawmaker's motivations for supporting dual enrollment in Florida is documents, and the implications on community college participation with dual enrollment are described.
Abstract: While the strategy of funding both systems provides an incentive for both school districts and community colleges to participate with dual enrollment, the current fiscal environment has drawn attention to the inefficient use of the dual funding structure. This article highlights the results of a case study on Florida's dual enrollment program documenting how over a 20-year period policymakers offered different financial incentives as an inducement to greater participation among districts and community colleges. The article documents how the current state fiscal condition has altered lawmaker's motivations for supporting dual enrollment. It concludes by describing the implications of this on community college participation with dual enrollment.
TL;DR: In this paper, the authors explored the typical mindsets and values existing in a rural setting and found that to improve the likelihood of success, a rural community college president may require certain traits and characteristics beyond those traditionally possessed by an organizational leader.
Abstract: External culture acts as a powerful force on rural community colleges and the presidents that lead them. This article is concerned with external culture and its impact on a rural community college president. Interviews with 15 senior leaders explored the typical mindsets and values existing in a rural setting. Findings indicate that to improve the likelihood of success, a rural president may require certain traits and characteristics beyond those traditionally possessed by an organizational leader. Situational awareness, the ability to tell the story, and rural roots can help a rural president respect, embrace, and—finally—assimilate into the lifestyle of local constituents.