Community College Leadership Commons^™

Teaching Justice Through Literature: How Higher Education Informs Ethics And Identity, Kami Mittlestadt

Regis University Student Publications (comprehensive collection)

This thesis argues that literature is a valuable tool in examining issues of justice, and teaching ethics through literature is a way to build critical thinking skills and awareness of the world. In this thesis, I examine research and teaching methods that have already been studied and implemented in the teaching of ethics and justice in companionship with literature, and use these resources to propose my own syllabus for a community college class on Ethics in Reading. The syllabus is broken into 7 units: an overview of justice in literature, five specific justice issues (race, feminism, queer studies, eco-criticism, and …

Seeing Reading In First-Year Composition, Matthew Felumlee

Theses and Dissertations

This dissertation focuses on a study of reading-into-writing strategies employed by students in two sections of first-year-composition (FYC) that were paired with a support course as part of an accelerated learning program (ALP) at a community college. Each FYC course was comprised of 11 students whom the college had deemed college-ready without the ALP course, and 11 students who were deemed at remedial levels in reading and / or writing and who were subsequently required to enroll in the ALP course. The study employs grounded theory methodology to identify and consider the many factors that influenced how reading was portrayed, …

Leading The Transition To Active Learning Strategies And The High-Engagement Teaching Model, William J. Buchhorn, Elena Allen

Academic Chairpersons Conference Proceedings

This interactive workshop will showcase several strategies used in the new active learning model of teaching as chairs from English and Reading at Butler Community College (KS) share insights developed during the multi-year implementation of a partnership with AVID for Higher Education.

Effect Of Response To Intervention On Developmental Education Students' Persistence, Retention, And Completion, Cheryl Garayta

Walden Dissertations and Doctoral Studies

In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to …

Perceptions Of Community College Students And Faculty On Persistence In Developmental Reading, Lisa H. Aofrate

Walden Dissertations and Doctoral Studies

Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from …

Community Colleges And First-Generation Students: Academic Discourse In The Writing Classroom, Jan Osborn

English Faculty Books and Book Chapters

Community Colleges and First-Generation Students examines how first-generation students from diverse ethnic and linguistic backgrounds are initiated into what is known as academic discourse, particularly at the community college. Osborn systematically looks at specific classroom discourses through detailed evidence provided by the diversities represented by the students, and how the students negotiated their identities in terms of the ideological directionality in play.

The download link above only contains chapter 2 of Dr. Osborn's book, "Identities: A Context of Multiplicity".

Writing Center Practices In Tennessee Community Colleges, James E. Crawford

Electronic Theses and Dissertations

The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, …