Showing papers in "Community College Journal of Research and Practice in 2012"
TL;DR: In this paper, the authors examined demographic, financial, academic, academic integration, and psychosocial variables and their relationship to student persistence and found that cumulative GPA was the strongest predictor for student persistence.
Abstract: The current study extends the research on student persistence in community colleges by investigating factors likely to influence a student's decision to drop out or stay in school. Specifically, this study examined demographic, financial, academic, academic integration, and psychosocial variables and their relationship to student persistence. A sample of 427 community college students completed a 63-item survey assessing psychosocial variables (i.e., self-efficacy and goals) the academic integration variable (i.e., student-faculty interaction), and a number of background variables (i.e., demographic, financial, and academic). In addition, student retention was measured through college enrollment the following semester. Results of the study revealed that age, work hours, and financial aid influenced student persistence, but the effects diminished once multiple variables were entered into the analysis. Among all the variables, cumulative GPA was the strongest predicting variable for student persistence. Stu...
99 citations
TL;DR: This paper found a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable, and Implications for future policy and practice are highlighted.
Abstract: A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993) retention theory and Astin's (1993) input-environment-outcome (IEO) model, this study estimated the impact of academic and social integration on retention—controlling for an array of intervening variables—based on a sample of African American males who responded to the Community College Student Experiences Questionnaire. Findings suggest a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable. Implications for future policy and practice are highlighted.
93 citations
TL;DR: The authors examined the transition process experienced by veterans leaving military service and attending community college for the first time, using Schlossberg's (1984) Theory of Adult Transitions as the guiding framework, three themes emerged regarding how veterans manage this transition: academic experiences, personal relationships and connections, and benefit bureaucracy.
Abstract: Veterans on college campuses are not new; however, the recent influx of veterans returning home from war-time service present challenges to the colleges they attend. The purpose of this qualitative case study was to examine the transition process experienced by veterans leaving military service and attending community college for the first time. This study sought to understand the process veterans experience as they leave overseas deployment in support of wars in Iraq and Afghanistan and negotiate the various changes such a transition entails. Using Schlossberg's (1984) Theory of Adult Transitions as the guiding framework, three themes emerged regarding how veterans manage this transition: academic experiences, personal relationships and connections, and benefit bureaucracy. These findings could be used to help community colleges better serve this special population.
85 citations
TL;DR: In this article, the authors report on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre-to-postprogram student achievement gains.
Abstract: An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nation's economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains...
72 citations
TL;DR: In this article, the authors focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses, and found that both groups strongly used these seven principles in their online courses.
Abstract: As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used ...
57 citations
TL;DR: In this article, the authors analyzed the delay experiences of 172 students navigating community college transfer pathways in STEM fields in Massachusetts, focusing on three central elements: informational setbacks from dissatisfactory advising, imperfect program alignment with four-year institutions, and college resource limitations.
Abstract: Given financial barriers facing community college students today, and workforce projections in science, technical, engineering, and math (STEM) fields, the costs of unnecessary delays while navigating transfer pathways are high. In this phenomenological study, we analyzed the delay experiences of 172 students (65% female) navigating community college transfer pathways in STEM fields in Massachusetts. When focusing on institutional delays, three central elements emerged: (a) informational setbacks from dissatisfactory advising, (b) imperfect program alignment with four-year institutions, and (c) college resource limitations. Students took unnecessary courses or could not get into courses in a timely manner, resulting in lost time, money, and credit. An accumulation of delays is particularly detrimental to STEM women and men, given the sequential nature of their programming. Implications for policy and practice are discussed.
44 citations
TL;DR: In this article, the authors present several classroom practices that can be beneficial to college students with Asperger's disorder and autism spectrum disorders. But they do not discuss the social aspect of classroom learning and college life.
Abstract: Community college students with Asperger's Disorder and Autism Spectrum Disorders can experience significant challenges from the social aspect of classroom learning and college life in comparison to their peers. This article explains unique challenges of postsecondary learners with Asperger's Disorder and Autism Spectrum Disorders. It also presents several classroom practices than can be beneficial to college students with these disorders. Practices discussed include those related to helping students get started and make the transition into a new course, organizing learning space, following class routines, and directly addressing individual social concerns.
44 citations
TL;DR: In this paper, a descriptive exploratory method was employed to capture the perceptions of a transfer student cohort regarding their experiences in transitioning from lower division community college enrollment to upper division, baccalaureate work.
Abstract: The transfer process includes areas such as academic preparation and advisement, transfer evaluation, financial aid, and psychosocial factors. A descriptive, exploratory method was employed to capture the perceptions of a transfer student cohort regarding their experiences in transitioning from lower division community college enrollment to upper-division, baccalaureate work. Using semistructured interviews within a focus group setting, and a follow-up survey, the study explored students’ perceptions of the effectiveness of their transfer experience. Three factors were identified as impediments to a successful transfer experience: (a) the quality of academic advisement, (b) access to financial aid, and (c) social and cultural issues.
42 citations
TL;DR: In this paper, the authors used the data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) survey to examine the profile of international students attending two-year versus four-year institutions in the United States.
Abstract: As a growing number of international students discover two-year institutions as the possible gateway to U.S. higher education, it is important to have a better understanding of who these students are, what attracts them to two-year colleges, and how they engage with the campus community. To address these questions, the study used the data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) survey to examine the profile of international students attending two-year versus four-year institutions in the United States. More specifically, the study explored to what extent international students engaged academically and socially on two-year college campuses in their first-year of study in the U.S. It also examined how students' integration related to their likelihood of persistence through the second year. The results of this study revealed that location, cost, and coursework were among the primary considerations for international students enrolling at two-year institutions in the U.S. The s...
41 citations
TL;DR: In this paper, M.J. Beach's history presents the reader with an interesting portrait of the community college present and past, and his thesis is on target: community college is complex and faces competing g...
Abstract: J. M. Beach's history presents the reader with an interesting portrait of the community college present and past. Beach's thesis is on target: the community college is complex and faces competing g...
37 citations
TL;DR: In this paper, the authors look at three areas impacting online education at the community college level, including student success, faculty's ability to successfully transition learning to an online format, and issues that college administrators must consider to facilitate a successful transition.
Abstract: This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for postsecondary education in general, and where available, community colleges in particular, this paper will look at the issues that impact student success in online courses, issues that impact the faculty's ability to successfully transition learning to an online format, and issues that college administrators must consider to facilitate a successful transition. Only by understanding and addressing all three areas will online education at the community college level be successful.
TL;DR: This paper explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity, and found that faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors.
Abstract: Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community college faculty and the contextual factors that support or thwart their engagement and productivity. It focused on three key professional activities: (a) basic or applied research, (b) classroom action/teaching research, and (c) faculty professional development. Findings indicate that community college faculty are motivated for all three activities primarily by intrinsic and value-related factors rather than by extrinsic or contextual factors. Further, faculty members present somewhat different motivational profiles for the three work activities. Their motivations also demonstrate responsiveness to workplace characteristics as faculty perceive and interpret them. These...
TL;DR: The experiences and needs of college students who identify on the transgender spectrum (androgynous, gender nonconforming, genderqueer, transfeminine, transmaculine, etc.) have been explored in recent years, but this work has largely been limited to four-year colleges and universities as mentioned in this paper.
Abstract: The experiences and needs of college students who identify on the transgender spectrum (androgynous, gender nonconforming, genderqueer, transfeminine, transmaculine, transgender, etc.) have begun to be explored in recent years, but this work has largely been limited to four-year colleges and universities. Virtually no research has considered the lives of transgender students at community colleges. Yet, transgender and gender nonconforming students may be more likely to attend two-year institutions because of gender-identity-based prejudice and discrimination in education and employment. After describing the problems often faced by transgender community college students and the ways in which their campuses largely fail to meet their needs, the article offers suggestions for making community colleges more transgender inclusive and supportive.
TL;DR: In this article, the authors present the results of an evaluation of a two-week residential summer bridge program that recruited community college students from a wide range of academic, ethnic, and socioeconomic backgrounds.
Abstract: This paper addresses the transition of community college students to degree programs in science, technology, engineering, and mathematics (STEM). The paper presents the results of an evaluation of a two-week residential summer bridge program that recruited community college students from a wide range of academic, ethnic, and socioeconomic backgrounds and included traditional and innovative elements to address academic, social, and career needs. Evaluation data were obtained from pre- and postsurveys, focus groups, and annual tracking surveys about subsequent academic choices and course completion. Results identify the factors that increase the confidence and motivation of students to pursue STEM undergraduate degrees. Student rankings indicate that they found the innovative elements of the bridge program to be the most valuable and transformative in their academic success.
TL;DR: A survey of state community college directors conducted by the Education Policy Center at the University of Alabama, in partnership with Iowa State University and The University of North Carolina at Charlotte, showed that the majority of state directors feel states are moving toward a privatized model of higher education and that structural deficits exist in state budgets disadvantaging community colleges as mentioned in this paper.
Abstract: Since the beginning of the Great Recession, many community colleges have experienced significant declines in state revenue, increases in enrollment, higher tuition, and flat or declining state student aid. These conditions have also occurred in an environment of heightened accountability with pressure to advance a student success agenda and to meet workforce training needs. Findings from the annual survey of state community college directors conducted by the Education Policy Center at the University of Alabama, in partnership with Iowa State University and The University of North Carolina at Charlotte, show that the majority of state directors feel states are moving toward a privatized model of higher education and that structural deficits exist in state budgets disadvantaging community colleges. The concern is that these and other related findings demonstrate a situation that may not improve as the nation climbs out of recession; this situation is creating a new norm in community college funding.
TL;DR: In this paper, the authors examined the role of financial aid counselors in helping community college students understand and make use of their financial aid and identified common pitfalls their students experience during the financial aid process.
Abstract: Financial aid counselors are a primary source of information that many students rely upon to understand financial aid and how to pay for college. However, little is known about financial aid counselors at America's community colleges and their interactions with the students they serve. Using original survey data, this study examined the role these counselors play in helping community college students understand and make use of financial aid. The majority of counselors in the sample reported the counselor-to-student ratio at their college was one counselor for every 1,000 students (or higher), suggesting these counselors do not have the time or resources to meet the needs of every student who needs their advice. Counselors also identified common pitfalls their students experience during the financial aid process. These findings serve as the basis for recommendations intended to improve the utilization of financial aid among community college students.
TL;DR: In this paper, a more systematic investigation of these practices, structurally and collectively instead of topically, is needed to further our conceptual understanding of engagement and how they best foster student engagement.
Abstract: The conceptual understanding of student engagement entails a necessary relationship between institutions and individuals. Several decades of research have revealed the empirical relationship of student engagement and desirable student outcomes, as well as the myriad intervening factors that influence engagement levels. However, there is a critical gap in the research literature as to the specific programmatic features of college practices that best foster student engagement. In an era of dwindling resources and increasing demand for higher education access and student success, this understanding is critical for utilizing scarce resources and developing programs with the most impact. This essay argues that despite such high impact or promising practices continually studied and shown to have a high impact on student engagement levels, a more systematic investigation of these practices, structurally and collectively instead of topically, is needed to further our conceptual understanding of engagement and how...
TL;DR: A study focused on technology usage among community college faculty was conducted by as discussed by the authors, where they found that older faculty were no less likely than younger respondents to use technology. But despite similarities in perceived technology use, older faculty considered technology a minor source of stress.
Abstract: This study focused on technology usage among community college faculty. Overall technology use among older faculty was slightly less than younger faculty; older faculty were no less likely than younger respondents to use technology. Both age groups used similar technologies and reported equivalent degrees of perceived skill with those technologies. Despite similarities in perceived technology use, older faculty considered technology a minor source of stress. A 120-item questionnaire was mailed to full-time faculty at five Florida community colleges. Respondents included 246 full-time faculty members; older faculty (age 55 and over) comprised 40.7% of the population sample. Descriptive and inferential statistical procedures were employed for data analysis.
TL;DR: This article explored student engagement at an extra-large community college and found that there are gender and race differences in student engagement, with females showing greater engagement than males and African-American students showing higher engagement than students of other races.
Abstract: Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible individual differences in student engagement and explored how it maps on to student achievement. As predicted, the results indicate that there are gender and race differences in student engagement—females show greater engagement than males, and African-American students show greater engagement than students of other races. The results are discussed in the context of student achievement as indicated by students’ self-reported GPAs.
TL;DR: In this article, the authors explored the history of articulation agreements in Arizona to provide insight into the transfer model available to students enrolled at the Maricopa Community Colleges and Arizona State University.
Abstract: As the country experiences a recession and institutions of higher education increase tuition to compensate for diminishing state support, the transferability of credits among and between institutions is essential to students seeking to earn a baccalaureate degree. Students, parents, and taxpayers cannot afford to pay twice for the same courses or for additional courses. In this environment, articulation becomes a very important issue, particularly when research has shown that a significant number of students enroll in more than one institution on their path to a degree. The focus of this article is the swirling students between the Maricopa Community Colleges and Arizona State University. Swirling students, also a national phenomenon, encounter a number of challenges that institutions need to address. The history of articulation agreements in Arizona was explored to provide insight into the transfer model available to students enrolled at the Maricopa Community Colleges and Arizona State University. The d...
TL;DR: In this paper, the authors argue that diverse characteristics of community college students contribute to a sense of belonging and a common struggle, uniting students in their uniqueness to persist in a learning environment conducive to completion.
Abstract: Nontraditional characteristics of community college students contribute to a sense of belonging and a sense of common struggle, uniting students in their uniqueness to persist. These diverse students, combined with faculty and peer encouragement, provide a learning environment conducive to completion. As community college educators, we have the privilege and responsibility to foster class environments where students may connect and encourage each other in their intersected identities.
TL;DR: GRASP (Gaining Retention and Achievement for Students Program) as discussed by the authors is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement.
Abstract: Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Dona Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP.
TL;DR: In this paper, the authors examine the lives of LGBTQ college students to provide an understanding of students' behaviors and stressors and how those areas affect students' academic achievement and success in college.
Abstract: While some community college campuses acknowledge the presence of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, few institutions pursue research to identify the needs of these students. As a result, many LGBTQ students in higher education are invisible; therefore, their experiences are known only anecdotally. This article proposes to examine the lives of LGBTQ college students to provide an understanding of students’ behaviors and stressors and how those areas affect students’ academic achievement and success in college.
TL;DR: In this article, a grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes and revealed the centrality of the visioning process throughout each sequence of the participative leadership process.
Abstract: This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents selected on the basis of their work in implementing participative governance within their respective institutions. The findings of this study are presented according to the emergence of four axial categories, and a core category is described and explained. Participative leadership is highly interactive and dynamic. Perhaps most importantly, participative leadership is a developmental process for building environments for broad participation. The core category, Visioning Participative Environments, reveals the centrality of the visioning process throughout each sequence of the participative leadership process. This model identifies and explains key participative leadership practices that flow from the theoretical cornerstones.
TL;DR: The implications of this mission and identity shift on the education of community college students must be explored further in this article, where community colleges claim to uphold all their missions and to meet their students' needs, but are they actually doing what many two-year institutions were founded on, which is allowing...
Abstract: Access to higher education has always been a topic of contention. Currently, community colleges comprise the sector for open-access to American higher and postsecondary education; and so, they must align their missions to meet the needs of their increasingly diverse student populations. These two-year institutions originated to ensure access to higher education by serving students who were not yet qualified or capable of succeeding at four-year institutions. Over time, there has been a definite shift in the mission and identity of community colleges—not necessarily favoring one mission over the other, but certainly taking on more missions as the student population and its needs grew. Consequently, the implications of this mission and identity shift on the education of community college students must be explored further. Although community colleges claim to uphold all their missions and to meet their students’ needs, are they actually doing what many two-year institutions were founded on, which is allowing...
TL;DR: In this paper, a framework for understanding and supporting lesbian, gay, bisexual, and transgendered students in community colleges is presented, which is based upon several assumptions: First, environments play a key role in supporting attitudes, beliefs, and behaviors; therefore, attending to environmental influences is critical in institutional life and change.
Abstract: This article provides a framework for understanding and supporting lesbian, gay, bisexual, and transgendered students in community colleges. It should be noted that many of the understandings and structural supports often apply to lesbian, gay, bisexual, transgender, and questioning (LGBTQ) faculty and staff as well. The study is based upon several assumptions: First, environments play a key role in supporting attitudes, beliefs, and behaviors; therefore, attending to environmental influences is critical in institutional life and change. Second, people possess unique and diverse identities at the same time. Understanding the range of a student's identities, as well as the depth of them, is core to understanding students and their behavior. Also, there is a common core set of beliefs, generally acknowledged to be true, concerning student retention in higher education. By examining the community college environment, identity, human development over time, and retention, this article provides not only a theor...
TL;DR: In this article, a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching were presented. But, the focus was on the use of authentic activities and multiple instructional delivery models, and skills that are necessary outside the classroom in their teaching roles.
Abstract: Much has been written about the characteristics of effective college teachers. However, skill sets have not yet been defined with any level of specificity. Also, instructors at community colleges have unique working conditions and challenges that influence how they teach. This paper illustrates the use of three studies conducted to build and validate a framework for defining the competencies of effective community college faculty. The project's culmination was a set of skills used to redesign one university's master's in education (MAEd) program in two-year college teaching. Although participants in all three studies identified subject matter expertise as an important competency, they emphasized several other skill sets as being important for meaningful student learning. Those skills are related to the use of authentic activities and multiple instructional delivery models, multiple ways of assessing student learning, and skills that are necessary outside the classroom in their teaching roles. Participants...
TL;DR: This paper explored the impact of financial aid on student-athletes' academic progression from freshmen to sophomore year in associates' degree programs in Oklahoma and found that differences were found according to socioeconomic status (SES), gender, and race/ethnicity and between athlete and nonathlete students.
Abstract: This study explored the impact of financial-aid on student-athletes' academic progression from freshmen to sophomore year in associates' degree programs in Oklahoma. Differences were found according to socioeconomic status (SES), gender, and race/ethnicity and between athlete and nonathlete students.
TL;DR: This paper used an Ordinary Least Squares regression model to investigate the academic performance of community college transfer students at four-year institutions using a nationally representative sample from the National Education Longitudinal Study of 1988 (NELS: 88/2000) and the Postsecondary Education Transcript Study (PETS).
Abstract: This study focuses on the academic performance of community college transfer students at four-year institutions It uses a nationally representative sample from the National Education Longitudinal Study of 1988 (NELS: 88/2000) and the Postsecondary Education Transcript Study (PETS) Results from an Ordinary Least Squares regression model suggest that community college transfers' academic performance can be explained by gender, race/ethnicity, self-concept, GPA at community colleges, remediation in math, college involvement, and simultaneous enrollment These findings have important implications for policy-makers and practitioners at community colleges and four-year institutions
TL;DR: A qualitative needs assessment conducted on 10 community college campuses in Arizona to determine campus climate for LGBTQ students and perceptions of AOD use rates and correlates was conducted by as mentioned in this paper, which indicated wide variations in campus climate as well as policies, programming, and resources available for marginalized students.
Abstract: Literature suggests that individuals who identify as LGBTQ may engage in more alcohol and other drug (AOD) use/abuse than others. Little data is available about these populations on college campuses where AOD use may be seen as part of the general campus climate and culture. This article will describe a qualitative needs assessment conducted on 10 community college campuses in Arizona to determine campus climate for LGBTQ students and perceptions of AOD use rates and correlates. Findings indicate wide variations in campus climate as well as policies, programming, and resources available for LGBTQ students. This needs assessment is part of a five-year project that includes strategic planning based on the needs assessments and beginning implementation of these plans. This article presents the initial findings of this project and recommendations to the field.