Showing papers in "Community College Journal of Research and Practice in 2018"
TL;DR: In this paper, the authors focus on the multifaceted traumas that negatively impact students experiencing homelessness at community college and study the effect of such trauma on their academic performance.
Abstract: The goal of this study is to understand how students experiencing homelessness experience community college. In particular, the authors focus on the multifaceted traumas that negatively imp...
39 citations
TL;DR: In this paper, a search of WorldCat Dissertations for dissertations completed in 2015 was performed and the entries either do not appear or have not yet appeared in ProQuest’s “Dissertation & Thesis database.
Abstract: (Taken from searches of “WorldCat Dissertations” for dissertations completed in 2015. These entries either do not appear or have not yet appeared in of ProQuest’s “Dissertation & Thesis database.” ...
32 citations
TL;DR: Dual-enrollment programs have been proposed as a useful way to ease students' transition from high school to community college as discussed by the authors, and several studies have shown that dual enrollment produces positive effects.
Abstract: Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive eff...
31 citations
TL;DR: This article found that two-year institutions educate a sizeable proportion of college students; however, many of these institutions lack the variety of student support resources available at four-year universities. An ex...
Abstract: Two-year institutions educate a sizeable proportion of college students; however, many of these institutions lack the variety of student support resources available at four-year institutions. An ex...
21 citations
TL;DR: In this article, the authors used content analysis to document and analyze the digital campus climate for prospective LGBTQ+ students in the community colleges context by examining institutional websites, and they found that community colleges need to enhance their website in several ways and expand their overall pr...
Abstract: LGBTQ+ students are increasingly visible on community college campuses, and a safe and welcoming campus climate is critical to LGBTQ+ students’ academic success and well-being. Campus climate is difficult to assess for prospective LGBTQ+ community college students, and institutional websites may be a source of information about campus climate. This study used content analysis to document and analyze the digital campus climate for prospective LGBTQ+ students in the community colleges context by examining institutional websites. Using a mixed methods approach, website content of nine community colleges was analyzed, and both the quantity and nature of the content were used to make sense of colleges’ digital campus climate for prospective LGBTQ+ students. With the exception of a couple colleges, we found that the digital campus climate was not welcoming to prospective LGBTQ+ students. The results suggest that community colleges need to enhance their website in several ways and expand their overall pr...
20 citations
TL;DR: This article examined whether a mindfulness breathing intervention, a three-minute breathing exercise marked by focused attention on the sensations of breath, affected writing anxiety and writing performance measures, and found that students in the class sections that practiced a mindful-breathing group experienced a statistically significant decrease in writing apprehension and mechanical error scores from pre- to post-test when compared to stu...
Abstract: Mindful breathing has been linked to changes in physiology, but we took the practice further by examining whether a mindfulness breathing intervention, a three-minute breathing exercise marked by focused attention on the sensations of breath, affected writing anxiety, and writing performance measures. In addition, we examined mindful breathing as an intervention for community college students—some of the most at risk and underprepared students in higher education in the United States. We compared Daly Miller Writing Apprehension surveys and narrative writing samples from 277 students enrolled in a freshman composition course at a southeastern community college, half of the class sections were randomly assigned to practice a mindful-breathing technique at the beginning of class sessions. Students in the class sections that practiced mindful-breathing group experienced a statistically significant decrease in writing apprehension and mechanical error scores from pre- to post-test when compared to stu...
20 citations
TL;DR: The authors made recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males' success at community colleges and found that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs.
Abstract: Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges.
20 citations
TL;DR: In this article, a study aimed to better understand college students' decisions to participate in short-term study abroad programs and to identify influential factors, using interview data with tradit...
Abstract: This study aimed to better understand college students’ decisions to participate in short-term study abroad programs and to identify influential factors. Our constructive interview data with tradit...
19 citations
TL;DR: In this paper, the authors apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence).
Abstract: The purpose of this qualitative study is to understand how educational scaffolding may explain changing patterns of student success in mathematics in the era of developmental education (DE or remediation) reform in Florida College System (FCS) institutions. Specifically, we apply the concept of scaffolding to underprepared FCS students who are at risk of dropping out or failing gateway courses (the first credit-bearing college-level class in a course sequence) because they lack the academic skills necessary to succeed in college-level coursework, particularly in mathematics. We present data from focus groups conducted at 10 FCS institutions, suggesting that a reduction of scaffolding in math remediation occurred in the areas of course sequencing, instruction, and coordination with academic support services following state-level policy changes. In light of these findings, we offer a discussion of practical recommendations for college administrators related to academic advising, instructional strate...
16 citations
TL;DR: In this article, the authors examined which engagement factors, along with students' socio-demographic characteristics and educational background, were associated with students overall satisfaction with their current 4-year institution.
Abstract: The purpose of this study was to examine which engagement factors, along with students’ socio-demographic characteristics and educational background, were associated with students’ overall satisfaction with their current 4-year institution. It also aimed to identify whether these independent variables had similar or different associations with the likelihood of being satisfied between vertical and horizontal transfer students. This research study first employed descriptive statistics to provide a thorough overview of the samples of the study, and then performed exploratory factor analysis (EFA) to identify engagement factors. Lastly, this study tested logistic regression models to identify factors associated with students’ satisfaction for vertical and horizontal transfers, respectively. The study findings highlight that coursework emphasizing on a higher order of thinking, student–faculty interactions, and institutional support were important engagement measures contributing to the likelihood of ...
15 citations
TL;DR: This paper explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men and found that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses.
Abstract: This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men.
TL;DR: In this article, the authors examined a psychosocial mechanism of how general self-efficacy interacts with other key factors and influences degree aspiration for students enrolled in an urban diverse community college.
Abstract: This study examined a psychosocial mechanism of how general self-efficacy interacts with other key factors and influences degree aspiration for students enrolled in an urban diverse community college. Using general self-efficacy scales, the authors hypothesized the General Self-efficacy model for Community College students (the GSE-CC model). A Confirmatory factor analysis was used to establish a measurement model in which three general self-efficacies were confirmed along with other latent factors (e.g., social capital, transfer capital, etc.). The GSE-CC model was then tested and finalized via structural equation modeling (SEM) techniques. The results showed that general self-efficacy significantly impacted the degree aspiration both directly and indirectly. In addition, general self-efficacy may serve as a bridge between social capital and transfer capital for community college students. Based on the findings, community college practitioners can generate practical implications to promote positi...
TL;DR: The authors explored the college choice and transfer decision-making processes of six high-achieving first-generation Latina/o transfer students who began their postsecondary studies at a community college and later transferred to a four-year Hispanic Serving Institution.
Abstract: The purpose of this study was to explore the college choice and transfer decision-making processes of six high-achieving first-generation Latina/o transfer students who began their postsecondary studies at a community college and later transferred to a four-year Hispanic Serving Institution. Utilizing interpretative phenomenological analysis, four themes emerged from data analysis to explain the factors that influenced participants’ decisions to enroll in community college: (a) Inadequate Guidance from School Personnel, (b) Financial Concerns, (c) Familial Factors, and (d) Community College as an Appropriate Match. Additionally, two themes related to the decision to transfer to a four-year institution emerged: (a) Access to Greater Opportunities, and (b) Support and Motivation. The findings of this study will aid researchers and educators alike in understanding and supporting the college choice decisions of high-achieving first-generation Latina/o students.
TL;DR: In this article, the authors examined how the academic and social involvement of community college transfer students differs by the type of receiving institution, and how strongly their posttransfer involvement is associated with persistence.
Abstract: Because of increasing mobility among various college student populations, both the baccalaureate degree attainment of community college beginners and the role played by their receiving 4-year institution are growing in importance. In this study, we examined how the academic and social involvement of community college transfer students differs by the type of receiving institution, and how strongly their posttransfer involvement is associated with persistence. Results indicated that academic and social involvement were higher for students who transferred to private not-for-profit doctoral institutions, as compared to those who transferred to other types of institutions. Also, among the involvement variables, academic advising is the factor that is most positively associated with the persistence of these students. Our findings make the case for a comprehensive examination of persistence of community college transfer students, looking at both their level of involvement and the type of institution they...
TL;DR: In this paper, the authors describe the experiences of adjunct faculty who aspire to full-time positions at multi-campus community colleges, using a purposive sampling technique involving two community colleges in the Midwest.
Abstract: The purpose of this study was to describe the experiences of adjunct faculty who aspire to full-time positions at multi-campus community colleges. A paucity of research on this topic revealed the need to examine the experiences of adjunct faculty working at multi-campus community colleges (Wolfe & Strange, 2003). The notion that adjunct faculty choose part-time teaching to earn extra money, give back to the community, or are retirees was not a reality (House Committee on Education and the Workforce Democratic Staff, 2014). Descriptive phenomenology was employed to conduct this study. Seven adjunct faculty members, two men and five women, were selected as research participants, utilizing a purposive sampling technique involving two multi-campus community colleges in the Midwest. Data gathered from 21 semi-structured interviews were analyzed to identify emergent themes. Ten distinct themes and two subthemes were discussed and contextualized within the literature. Implications for practice, policy, a...
TL;DR: The Dream Catchers program in Texas has targeted the recruitment, retention, and completion of Latinx and other historically underrepresented students through a literacy-based program that targets students in developmental education in community colleges as discussed by the authors.
Abstract: Despite the overrepresentation of students of color in developmental education, there is a lack of research on programs that promote the success and transfer of these students beginning in developmental education, especially Latinx students. Since 2012, the Dream Catchers program in Texas has targeted the recruitment, retention, and completion of Latinx and other historically underrepresented students through a literacy-based program that targets students in developmental education in community colleges. This study draws primarily from interview data gathered from 14 Dream Catchers faculty across the 10 institutions that have participated in the program. Through the lens of a multicultural developmental education curriculum, we investigate how the Dream Catchers program provides intensive, long-term professional development for its faculty in order to prepare them to work in a high-touch, holistic program. This article describes some of the professional development activities faculty undergo, what...
TL;DR: In this paper, the authors aim to understand how does spirituality influence Black male community college students' success through a qualitative study, and find that spirituality has various definitions between races, cultur...
Abstract: Through a qualitative study, the authors aim to understand how does spirituality influence Black male community college students’ success. Spirituality has various definitions between races, cultur...
TL;DR: In this paper, the authors examined factors that contribute to the academic success of community college students and found that identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors' academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return.
Abstract: The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the demographic characteristics; campus relationships; and financial, academic and personal experiences that are associated with grade point average (GPA) and intent to return for military-connected students at seven community colleges. Identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors’ academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return. The results provide further evidence of the relationships among demographic and academic experiences and academic success. Th...
TL;DR: In this paper, the authors describe the relative effects of a technology-driven course redesign on retention and achievement in a developmental writing program at a large, urban community college in the southwest United States.
Abstract: This quasiexperimental investigation describes the relative effects of a technology-driven course redesign on retention and achievement in a developmental writing program at a large, urban community college in the southwest United States. The new program focused on student learning and included online as well as face-to-face components that allowed students to complete the program in half the usual time in most cases. On average, students enrolled in the new program had lower placement test scores compared to students in the old program, but the gap was closed in the subsequent test and English course. Details of the redesign and challenges to conducting educational research and data analysis in community colleges are provided for other 2-year colleges considering course redesigns intended to impact student success.
TL;DR: The authors conducted an exploratory study to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty and found that women students spend more time on reading and attend class more often having completed assigned reading than men.
Abstract: Research indicates that there has been a decline in college reading over the past decades, yet few studies have been conducted at community colleges. The aim of this exploratory study was to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty. A survey was administered to students to gather information on their reading practices, beliefs, and attitudes. A second survey was distributed to full-time faculty to gather information on assignments, practices, and beliefs regarding reading. Findings indicate that many students do not complete assigned readings. Further, women students spend more time on reading and attend class more often having completed assigned reading than men. There are discrepancies between students’ and faculty’s assessments of students’ reading abilities, whether reading is essential to course success and between the kinds of readings commonly assigned and those students enjoy reading. The...
TL;DR: The authors used the Competing Values Framework as a potential tool for measuring fit and used data from the American Council on Education's College Presidents Survey to understand how fit is associated with community college presidential tenure.
Abstract: Community college presidential tenure has consistently declined for decades, which leaves scholars to question what factors are associated with this phenomenon. While there are many potential reasons for presidential turnover, this study seeks to understand how presidential fit is associated with increased presidential departure. Guided by the person–organization fit framework, this study presents the Competing Values Framework as a potential tool for measuring fit and used data from the American Council on Education’s College Presidents Survey to understand how fit is associated with community college presidential tenure. Findings of this exploratory study indicate that in addition to the age of the president at their appointment, the president’s prior job, and field of study, fit is positively related to increased tenure.
TL;DR: The authors explored the experiences and perceptions of seven community college leaders of their use of anticipatory leadership and found that engagement with others is required to respond to change effectively, data analysis and currency of knowledge are required to identify gaps, leaders must be willing to take calculated risks, and leaders must communicate effectively in order for change to occur.
Abstract: This qualitative instrumental case study explored the experiences and perceptions of seven community college leaders of their use of anticipatory leadership. Two research questions guided this study: (a) How do community colleges use anticipatory leadership to respond to internal and external changes? (b) How do community college leaders use anticipatory leadership principles for problem solving? The themes that emerged to address question one were engagement with others is required to respond to change effectively, data analysis and currency of knowledge are required to identify gaps and to respond to them, leaders must be willing to take calculated risks, and leaders must communicate effectively in order for change to occur. The themes that emerged to address question two were analysis of data is instrumental to identifying and closing the gaps in institutions, leading to better informed decisions; and anticipatory leadership reduces the need to use reactionary leadership practices. The findings...
TL;DR: In this paper, the authors examine the current literature and state legislation of statewide free tuition promise programs and analyze state free community college programs, which they call free-tuition promise programs.
Abstract: This article examines the current literature and state legislation of statewide free tuition promise programs. The purpose of this paper was to analyze state free community college programs...
TL;DR: The authors explored non-cognitive factors that influenced high academic achievement of African-American students attending community colleges and found that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously considered leaving an institution, and why students decided to remain enrolled.
Abstract: While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit frameworks instead of focusing on the experiences of successful students. To add to what is known, this article summarizes the findings of a multi-institutional mixed methods research study that explored the experiences of high-achieving African-American students attending community colleges. Specifically, the researchers explored noncognitive factors that influenced high academic achievement—defined as grade point average (GPA) higher than 3.00, why students considered leaving an institution, and why students decided to remain enrolled. Findings suggested that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously ...
TL;DR: In this article, the authors examined how institutional and student characteristics may influence the earning of student success points by state-supported community colleges under the Texas performance funding system that was fully implemented in the 2016-2017 biennium.
Abstract: The study examined how institutional and student characteristics may influence the earning of student success points by state-supported community colleges under the Texas performance funding system that was fully implemented in the 2016–2017 biennium. Texas has historically funded community colleges based on an enrollment formula; however, the funding system was revised in 2013 by setting aside 10% of the enrollment-based formula funding appropriations to be earned back through a performance funding system based on student success points earned. The quantitative study used a correlation design with three hierarchical multiple regression analyses to examine the relationships between the student outcomes measures for public community colleges and institutional and student characteristics. The data examined were collected by the Texas Higher Education Coordinating Board and made available to the public through an interactive website tool. Findings showed that although several student and institutiona...
TL;DR: In this paper, a quasi-experiment across one face-to-face section and two online sections of introductory sociology testing freely available electronic resources (i.e., open education resources [OERs] and open access) to a paid printed textbook was conducted.
Abstract: This research describes a quasi-experiment across one face-to-face section and two online sections of introductory sociology testing freely available electronic resources (i.e., open education resources [OERs] and open access) to a paid printed textbook. This study fills a gap in the literature on how type of reading material (e.g., print/paid and electronic/open) affects student learning outcomes. The results show no significant relationship between type of reading materials on pre/posttest improvement or final grades. College-readiness at the time of enrollment at the college along with being a full-time student positively affected posttest score improvement. GPA was the only variable positively and significantly related to final grade. These findings suggest that using OERs and open access resources might be a viable choice for reducing textbook costs, thereby increasing access to higher education. Caution, however, is warranted as students indicate a preference for print (paid) over electronic...
TL;DR: The SPARC3 (STEM persistence and retention via C3 i.e., curricula, cohorts, centralization) initiative at Gaston College as mentioned in this paper aims to increase persistence among STEM students by transforming the traditional curriculum in the A.S. degree program.
Abstract: Employment within STEM fields has been escalating at a greater rate than employment in other fields (National Science Foundation, 2010). Unfortunately, the number of college students moving into STEM fields of study are substantially low (Lowell & Regets, 2006). The first two years of STEM education for many students take place at the often-overlooked community college level. The purpose of this case study is to evaluate the innovative curriculum redesign of the Associate of Science (A.S.) degree program within the community college sector. Gaston College developed a program that includes inquiry-based instruction, authentic undergraduate research experiences, learning communities, and the inclusion of holistic student services for A.S. students. The goal of the SPARC3 (STEM Persistence and Retention via C3 i.e., curricula, cohorts, centralization) initiative was to increase persistence and retention among STEM students by transforming the traditional curriculum in the A.S. degree program, central...
TL;DR: For example, this article found that two thirds of the participants were at least somewhat interested in becoming full-time faculty at a postsecondary institution, with 47% expressing strong, immediate interest in such a position.
Abstract: Recent research suggests at least half of community college faculty who are teaching part-time would rather have a full-time appointment (Cashwell, 2009; Kramer, Gloeckner, & Jacoby, 2014). Little is known, however, about what distinguishes those voluntarily teaching part-time from those preferring a full-time faculty position. This inquiry draws from person-job fit theory to investigate adjunct faculty members’ abilities and qualifications, as well as their needs from the job itself (Edwards, 1994). Participants were 1,245 adjunct faculty teaching in 10 community colleges during the spring 2016 term. Two thirds of the participants were at least somewhat interested in becoming full-time faculty at a postsecondary institution, with 47% expressing strong, immediate interest in such a position. An ordered logistic regression model indicated that several dimensions of qualifications, job experiences, and socio-demographics predicted employment preference. Part-time faculty with higher levels of recent...
TL;DR: In this article, community colleges, as open access institutions, shoulder most of the responsibility in serving marginalized individuals accessing higher education, and therefore, community colleges play a critical role in providing marginalized individuals access higher education.
Abstract: Community colleges, as open access institutions, shoulder most of the responsibility in serving marginalized individuals accessing higher education. Therefore, community colleges play a critical ro...
TL;DR: In a survey of 1,239 part-time community college faculty, the authors found that adjuncts had somewhat of a voice in instructional decisions pertaining to their area of expertise, but virtually no involvement in personnel or broader organizational matters.
Abstract: Drawing from a survey of 1,239 part-time community college faculty, this analysis investigates their views about being involved in departmental and campus-wide decision-making. The adjuncts had somewhat of a voice in instructional decisions pertaining to their area of expertise, but virtually no involvement in personnel or broader organizational matters. In all domains, they expressed desire to have a stronger voice. However, they also noted barriers to inclusion of part-time faculty in decision-making, including schedule constraints, compensation, and respect from their full-time counterparts.