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1.
This qualitative study illustrates how complex perceptions of identity influence the community college experience for student veterans who have been in combat, creating barriers to their overall persistence. The collective experiences of student combat veterans at two community colleges in northwestern Massachusetts are presented, and a Combat Veteran Conceptual Identity Model to illustrate the ongoing negotiation of identity combat veterans experience while in college is introduced. Notable implications for future research and practice in Student Affairs are discussed.  相似文献   

2.
This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a web-based survey. The study is framed within the faculty self-classification along the “hard” and “social/behavior” science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered.  相似文献   

3.
ABSTRACT

The purpose of this study was to examine community college engineering students’ perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. The study was guided by the following research question: How are community college engineering students’ perceptions of their fundamental engineering skills related to their perceptions of classroom climate? Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 15 pre-engineering community college programs, were examined. Measures of classroom climate and fundamental skills related to engineering were first established through an exploratory factor analysis. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for community college engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. At community colleges, class sizes are generally smaller, especially compared to introductory courses at universities, and may provide a warmer climate for students considering beginning their engineering degrees. Given the diversity within community colleges, these institutions may provide an important pathway for underrepresented groups in engineering.  相似文献   

4.
Employing aspects of Tinto's (1975, 1987) theoretical framework, the purpose of this study was to test a model of student transfer behaviors and attitudes with a community college student population. More specifically, this study examined the structural relationships among five constructs: (1) student background factors, (2) initial commitments, (3) social integration, (4) academic integration, and (5) predisposition to transfer. Student background factors were examined to determine their direct and indirect effects on community college students' initial commitments, social integration, and academic integration on three multiple indicators of the dependent variable, predisposition to transfer: (1) number of four-year institutions students planned to apply for transfer, (2) transfer behavior, and (3) transfer perceptions. The study supported utilization of factors identified in the retention literature that are based on Tinto's model to examine transfer attitudes and behaviors among community college students. Students with high levels of social and academic integration tended to have high levels of predisposition to transfer. Ethnic background was found to have no relationship to predisposition to transfer.  相似文献   

5.
ABSTRACT

Despite a great increase in the numbers of students enrolling in higher education, specifically at community colleges, the successful completion rates for these students has remained static since the 1970s. When reviewing strategies to increase student retention and successful completion, the Student Success Course (SSC) has emerged as a promising and prominent strategy for community colleges. Given that, the purpose of this sequential mixed methods study was to determine if participation in a SSC influences persistence, retention, academic achievement, and student engagement on a community college campus. Data were collected from a purposeful sample of 197 SSC participants at a middle sized community college in southeast Texas and compared to a matched sample of 235 non-SSC participants. Twelve former SSC participants were also interviewed in an attempt to build a more empirical understanding of the impact of the SSC on student engagement and, thus, the students’ decisions to remain in college. Results of this study indicate that a relationship exists between participation in the SSC and persistence, retention, academic achievement in English and mathematics, and student engagement. Additionally, participants claim that taking the SSC not only altered their perceptions of the importance of the course, but their social and study skills as well.  相似文献   

6.
This study compared the effectiveness of courses taught in a five-week intensive hybrid format with courses taught in an 11-week traditional classroom format in order to explore options for expanding access to higher education in a community college setting. Course effectiveness was measured quantitatively with student academic performance indicators, such as grades, pass rates, pretest/posttest results, and student perceptions of academic rigor. The study is unique in that it investigated course effectiveness when intensive and hybrid instructional delivery methods were combined into one format. Additionally, the study compared matched pair courses with the same instructors and coursework who taught each course in both the five-week intensive hybrid format and the 11-week traditional format, which controlled for instructor influence on student learning. The historical rationale behind community colleges and contemporary initiatives to expand them have underscored the need to increase access by providing a range of options to higher education that meet the varying needs of students. The comparison found that the five-week hybrid course format was academically equivalent to the 11-week traditional format. The study indicates that course delivery combining hybrid and intensive instructional delivery can be academically effective and, therefore, has the potential to improve access in a community college setting.  相似文献   

7.
The study consisted of 25 full-time Electronic Technician Certificate students with 16 randomly assigned to an experimental group registered in a team-taught learning community and with nine randomly assigned to a control group registered for individually taught unlinked classes. We hypothesized that the experimental group would have significantly better academic and social integration and more positive perceptions of their experiences than the control class as well as higher course grades and grade point averages, more contact with classmates and instructors, and greater commitment to college and second semester persistence. Both student self-reported surveys and institutional data were analyzed. Results indicated that the team-taught learning community did make a difference to its students and yielded quantitative and qualitative support for hypotheses dealing with student perceptions of academic and social integration. Findings failed to support hypotheses dealing with behavioral outcomes except for strong support for commitment to college.  相似文献   

8.
The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer.  相似文献   

9.
ABSTRACT

Despite good career prospects in science, technology, engineering, and mathematics (STEM) fields, persistence of students in STEM fields of study at the community college and transfer to universities to pursue STEM majors is often quite low. Theories of persistence emphasize the importance of engagement, integration, validation, and financial assistance. The DCCCD STEM Institute is a comprehensive cocurricular program for community college STEM students. It illustrates the application of persistence theories in a multicollege urban district with a diverse student body. The STEM Institute uses a student/faculty cohort model with mentoring, professional skills programming, and scholarship support to transform student perceptions of themselves, integrate them into a STEM educational community, and validate their membership within that community. Institute membership also reduces isolation and financial concerns as potential barriers to persistence. STEM faculty also participate in professional skill development through a cross-college and cross-disciplinary cohort. Data on students who participated in the DCCCD STEM Institute from 2010 through 2014 show that 92% remain in a STEM educational or career pathway. Important practice implications for community college professionals include (1) forming student and faculty cohorts, (2) facilitating the development of mentoring relationships, (3) providing adequate centralized staffing, and (4) integrating resources and opportunities into a unified cocurricular program.  相似文献   

10.
This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness.  相似文献   

11.
A large number of new community college presidents will be hired in the next 5 years due to vacancies. New leaders must be prepared to lead their institutions through the challenges facing community colleges. Forty-one community college presidents in North Carolina participated in our research (70.7% response rate). We found that community college presidents’ perceptions of their management styles all fall within the “team management” orientation according to the Blake and Mouton Managerial Grid (Blake & Mouton, 1964). We then examined the financial management challenges faced by community college presidents and found empirical evidence regarding how community college presidents rank six of the most critical financial challenges identified in the literature. Presidents’ rankings of the six most critical financial challenges showed that the three most pressing concerns are maintaining student access during times of increasing educational costs, managing enrollment during times of decreasing state funding, and lowering costs without damaging academic quality.  相似文献   

12.
The current study examined four factors affecting retention in Web-based community college courses. Analyses were conducted on student demographics, student learning styles, course communication and external factors. The results suggest that Web-based courses are more attractive to busy students who are also more likely to fail or drop the course. The combined results from the four factors provided evidence that time management and procrastination are the primary reasons that community college students fail or drop a Web-based course. The study also found evidence that inability to get feedback from instructors may contribute to student dropout and failure in Web-based community college courses.  相似文献   

13.
ABSTRACT

Approximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.  相似文献   

14.
The current rhetoric around using data to improve community college student outcomes with only limited research on data-driven decision-making (DDDM) within postsecondary education compels a more comprehensive understanding of colleges’ capacity for using data to inform decisions. Based on an analysis of faculty and administrators’ perceptions and behaviors at 41 community colleges that participated in an initiative to improve student success, an argument is presented to include social capital as an explicit component of the capacity of community colleges for using data on student outcomes to increase student success. Building on Newmann, King, and Rigdon’s (1997) conceptualization of schools’ organizational capacity to meet accountability expectations and Smylie and Evans’ (2006) exploration of the role of Coleman’s (1988) social capital in policy implementation, this study found a relationship between the presence of forms of social capital as part of the organizational capacity for DDDM and the frequency and extent of data use among faculty and administrators. In light of research on organizational learning that suggests that social capital creates opportunities for the creation of new knowledge—such as possible solutions for persistent problems of student success—and research on organizational routines as mechanisms for change and preservation in organizations, this article concludes with recommendations for community colleges undertaking data-driven educational reform.  相似文献   

15.
This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success.  相似文献   

16.
Most students with hearing loss attend community college, yet very little research on this population of students exists in higher education. This research was conducted in order to gain a better understanding of how students who are d/Deaf navigate the mainstream postsecondary environment. Purposeful sampling was used to gather data from 19 individuals who attended postsecondary institutions not designed specifically for d/Deaf students. These participants were enrolled in an urban community college district in the southwestern United States and were receiving accommodations from their campus accessibility office.

Participants shared their perceptions of the campus accessibility office, the individuals within it, and campus administrative support. The results from this study help shed light on the experience of d/Deaf students in community college and provide insight on how to facilitate their success in postsecondary education. The author provides recommended practices for campus accessibility offices to adopt in order to effectively serve this student population, including specialized orientation for students and instructors, specialized advising, utilization of student feedback, and increasing campus and community awareness of services offered.  相似文献   


17.
In response to the general perception among college faculty that student incivility is an increasing problem, we investigated ways in which collaborative learning and autonomy support are related to incivility. After collecting survey data from college faculty and their students, we conducted a path analysis to test the mediating effects of peer interaction for students' perception of autonomy support and incivility in different collaborative learning contexts. Results showed that student perceptions of autonomy support positively predicted instructor intolerance of incivility in classes that used formal and informal group work, with social learning acting as a significant mediator for formal groups only. Classroom community negatively predicted intolerance of incivility for informal groups. Suggestions for future research are discussed.  相似文献   

18.
The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely fewer periods of life that are busier than new motherhood. This paper presents research carried out at a higher education institution in the United Arab Emirates. We look at the ways in which faculty interact with new student mothers and employ interviews to explore ways in which faculty acknowledge and offer academic and pastoral support to the new mothers. Their perceptions of students’ coping strategies when they combine motherhood and college studies are reported, and the ways in which faculty navigate college policy which relates to the student mothers. Faculty saw themselves as being extremely supportive and flexible towards new mothers. Whilst undergraduate student motherhood was uncommon in their home countries, it was generally felt that the increased organization, efficiency, time management and resilience witnessed in student mothers were assets to the college community. This study also has wider applicability to faculty support of non-traditional students in other settings.  相似文献   

19.
For decades, institutions of higher education have provided study abroad opportunities for college students wishing to increase and expand their intellectual and social skills. While many universities around the country have supported successful international exchange and study abroad programs, there is little research on community college study abroad programs and their impact on student development. Therefore, this article examines specific vectors that impact student development before and after study abroad participation in nine community colleges using Chickering's Theory of Student Development and SAS statistical methods.  相似文献   

20.
The purpose of this study was to understand the nature of collaboration between academic affairs and student affairs units in the community college context from a qualitative perspective. A discourse analysis study was conducted to explore the ways in which collaborative practice was discussed and understood by chief and midlevel academic and student affairs practitioners in three different community college settings. By using their actual practice and desired practice to understand collaboration in this setting, this article offers a definition for academic and student affairs collaboration that has been absent from most literature on the topic.  相似文献   

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