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Expanding Access To Elite Institutions Through Community College Transfer: An Intrinsic Case Study Of Bucknell University’S Community College Transfer Initiatives, Catherine Sanchez Jul 2020

Expanding Access To Elite Institutions Through Community College Transfer: An Intrinsic Case Study Of Bucknell University’S Community College Transfer Initiatives, Catherine Sanchez

Doctoral Dissertations

Elite institutions of higher education have been under increased scrutiny for failing to provide equitable access, and rightly so. Recent research reveals that students from underserved populations are severely underrepresented at elite colleges and universities. These findings echo research conducted nearly fifteen years ago, indicating that despite class-based policy efforts, like need-blind admission and no-loan financial aid, little movement has been made to expand access to students who could benefit the most from an elite education. This lack of movement serves as the entry point for this study, which argued that if community college transfer is to make a difference ...


Locating Safe Spaces For Food Insecure Female Community College Students, Michelle Errington Nicholson Jul 2020

Locating Safe Spaces For Food Insecure Female Community College Students, Michelle Errington Nicholson

Doctoral Dissertations

Food insecurity is a problem on many college campuses and as such is an increasing focus of research (Ferguson, 2004; et al., 2014; Meldrum & Willows, 2006; Patton-López, et al., 2014; Powers, 2012; Rondeau, 2007). These studies and others (Chaparro, et al., 2009; Freudenberg, et al, 2011; Hughes, et al., 2011; Lindsley & King, 2014) report that from 21-69% of college students experience food insecurity. I examined college student food insecurity at a small rural community college in Massachusetts in an attempt to discover safe spaces for female students to disclose food insecurity and the characteristics of those safe spaces. Additionally, I explored various aspects of identity, including gender, that impact student’s willingness and ability to seek resources for food insecurity. Eight students participated in two rounds of interviews and provided photographic data of spaces they identified as safe on campus.

I discovered that gender and other identities such as race and LGBT status do not play a large role in comfort seeking resources; however, gender does shape how students define safe spaces. Safe spaces were characterized in abstract terms for all participants (safe people being the biggest theme) but for females, safety was also concrete and included physical characteristics such as lighting and proximity to campus police.

Finally, although participants did not hold spaces ...


The History Of Massachusetts Transfer And Articulation Policies In Contexts Of Evolving Higher Education System Structure, Coordination, And Policy Actors, Daniel De La Torre, Jr. Jul 2018

The History Of Massachusetts Transfer And Articulation Policies In Contexts Of Evolving Higher Education System Structure, Coordination, And Policy Actors, Daniel De La Torre, Jr.

Doctoral Dissertations

Community colleges carry out dual missions providing occupational and collegiate preparation in local communities across the United States. These institutions prepare students for advanced study via transfer policies that lead to enrollment in baccalaureate institutions. State higher education systems use transfer and articulation policies to strengthen academic pathways between two-year and four-year institutions. These policies rely on established governance to facilitate student transfer between sectors. The transfer and articulation literature stresses the importance of statewide policy guidelines, yet little has been written about the process of transfer policy development involving state higher education governance and policy groups and actors.

The ...


The Perceptions And Lived Experiences Of African American Male Presidents In California Community Colleges, Tyree L. Robinson Apr 2018

The Perceptions And Lived Experiences Of African American Male Presidents In California Community Colleges, Tyree L. Robinson

Doctoral Dissertations

Current research has shown racial disparities and inequities among African American men who desire to be community college presidents in California, or already hold the position. This study explored why California has only 7 African American community college presidents on 115 campuses; how to overcome obstacles to attain the presidency position; what life/work experiences assists current presidents in their leadership positions in higher education, as well as each president’s trajectory that ultimately led them to the presidency. The study explored factors that have kept African Americans out of higher education leadership roles such as the presidency.


A Methodology To Predict Community College Stem Student Retention And Completion, Jennifer Lynn Snyder Jan 2018

A Methodology To Predict Community College Stem Student Retention And Completion, Jennifer Lynn Snyder

Doctoral Dissertations

"Numerous government reports point to the multifaceted issues facing the country's capacity to increase the number of STEM majors, while also diversifying the workforce. Community colleges are uniquely positioned as integral partners in the higher education ecosystem. These institutions serve as an access point to opportunity for many students, especially underrepresented minorities and women. Community colleges should serve as a major pathway to students pursuing STEM degrees; however student retention and completion rates are dismally low. Therefore, there is a need to predict STEM student success and provide interventions when factors indicate potential failure. This enables educational institutions to ...


“Leadership Means Moving A Community Forward”: Asian American Community College Students And Critical Leadership Praxis, Melissa Ann Loredo Canlas Jan 2016

“Leadership Means Moving A Community Forward”: Asian American Community College Students And Critical Leadership Praxis, Melissa Ann Loredo Canlas

Doctoral Dissertations

Asian Americans are underrepresented in both formal leadership positions and leadership research (Foldy & Ospina, 2009) and rarely are Asian Americans viewed as leaders, activists, or agents of social change. Leadership development programs, particularly those focused on social and racial justice, are largely absent from the curriculums and educational experiences of Asian Americans (Omatsu, 2006), and few leadership development programs focus specifically on the needs of Asian Americans (Chung, 2014; Liang, Lee, & Ting, 2002), particularly at the community college level.

This study addressed the need for critical leadership development for Asian American community college students, focusing specifically on leadership directed towards social justice. This study utilized a Participatory Action Research (PAR) design that was integrated into an 18-week ethnic studies course at Urban Community College (UCC). The 10 co-researchers in this study were students in a leadership development program at UCC—Asian American Leaders in Alliance (AALIA)—from January-May in 2015. Research data included student blog posts ...


Integrated Instruction: Perceptions Of Community College Faculty, Lisa Wheeler Oct 2015

Integrated Instruction: Perceptions Of Community College Faculty, Lisa Wheeler

Doctoral Dissertations

Community colleges in some states have explored delivery options to accelerate students through remediation and into credit-bearing courses, reduce attrition rates and time-to-degree, and increase retention and completion rates. Two of these options, contextualized and integrated instruction, have demonstrated clear academic advantages for students and promising fiscal advantages for institutions. However, since many of the promising innovations colleges are exploring require faculty to make the biggest adjustments, this study addressed the impact of contextualized and integrated instruction on faculty.

Literature was plentiful on the models themselves and the effect on student outcomes, but a gap existed for the impact of ...


The Effects Of A Varied Method Of Instruction On Student Achievement, Transfer, Situational Interest, And Course Retention Rates In Community College Developmental Mathematics, Kevin L. Mccandless Jan 2015

The Effects Of A Varied Method Of Instruction On Student Achievement, Transfer, Situational Interest, And Course Retention Rates In Community College Developmental Mathematics, Kevin L. Mccandless

Doctoral Dissertations

The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest, and course retention rates, relative to a non-varied method of instruction, in community college developmental mathematics. The varied method of instruction consisted of active learning teaching practices with foundations in social constructivism, whereas the non-varied method of instruction was founded in Cognitive Load Theory and consisted primarily of explicit instruction and individual practice.

An initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated ...


Increasing Community College Basic Skills English Instructors' Use Of Autonomy Supportive Instruction To Impact Students' Perceptions Of Autonomy And Engagement, Dionne Janice Clabaugh Jan 2013

Increasing Community College Basic Skills English Instructors' Use Of Autonomy Supportive Instruction To Impact Students' Perceptions Of Autonomy And Engagement, Dionne Janice Clabaugh

Doctoral Dissertations

There is concern in California community colleges about student success because persistence rates have decreased and graduation rates have declined. Basic skills students are underserved and underprepared, and their success rates are lower than traditional students. Nine California Community College Student Success Task Force recommendations were designed to increase basic skills student success.

In this quasi-experimental study three basic skills English instructors were trained on two of the six autonomy-supportive instruction strategies. The training design was based on characteristics of effective ASI interventions and addressed recommendations to improve community college basic skills instruction with professional development on research-based pedagogies. The ...


The Effects Of Self-Regulated Learning Strategy Instruction And Structured-Diary Use On Students' Self-Regulated Learning Conduct And Academic Success In Online Community-College General Education Courses, Bianca Rowden Quince Jan 2013

The Effects Of Self-Regulated Learning Strategy Instruction And Structured-Diary Use On Students' Self-Regulated Learning Conduct And Academic Success In Online Community-College General Education Courses, Bianca Rowden Quince

Doctoral Dissertations

Student success in community-college online courses remains a topic of concern within higher-education research. Online courses offer flexibility and opportunities for students to learn anytime and anywhere. Students who are not prepared for the anytime-anywhere format struggle in online courses. As enrollment in online courses increases, the rate at which students persist through courses with satisfactory academic success is inconsistent. Effective ways to promote student success in online courses is an area that remains under-researched. Self-regulated learning has been shown to promote online student success by supporting student engagement, learning strategy use, and consistent evaluation of academic performance through instructional ...


An Exploration Of Leadership And Campus Cultural Orientation In A California Community College, Eduardo Cervantes Jan 2013

An Exploration Of Leadership And Campus Cultural Orientation In A California Community College, Eduardo Cervantes

Doctoral Dissertations

This research explored transformational leadership and campus cultural orientation at a single California community college. The conceptual framework for the study consisted of the transformational leadership paradigm articulated by the full range leadership model (Bass & Avolio, 1994; Bass & Riggio, 2006). A taxonomy of campus cultural orientations was also employed to complement the full range leadership model (Jayakumar & Museus, 2012). The study showed that transactional leadership was used management of a business culture and maintaining a stable fiscal foundation. Transformational leadership was employed to create a diversity oriented campus culture that was leading toward an equity oriented campus culture. Self-leadership and a awareness ...


Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges May 2012

Online Reflections In A Blended Approach To Collaborative Faculty Development, Ronny Keith Bridges

Doctoral Dissertations

Blended approaches to collaborative faculty development have the potential for stimulating critical reflection, but the process of online reflection by faculty members has not been fully explored in the literature. The purpose of this qualitative action research case study was to examine a blended approach to collaborative inquiry for professional development with a particular interest in the reflections that occurred online. This study had two focal points. First, to explore the relationship between the online reflections and the overall development of the participants and second, to more closely examine the levels of reflection that occurred within the online aspect of ...


Successful African American Community College Students Perceptions On Sense Of Belonging In Three California Community College Districts, Nicole Yvette Wise Jan 2011

Successful African American Community College Students Perceptions On Sense Of Belonging In Three California Community College Districts, Nicole Yvette Wise

Doctoral Dissertations

Roach (2009) indicates that "only 31 percent of public community college students go on to complete either an associate or bachelor's degree in six years" according to U.S. Education Department data (p. 14). In California the gap is even wider and the statistics more scarce for students of color. Whereas only 15 percent of African American students compared, to 26 percent of white students, complete their degree in six years of enrolling in a California Community College (Roach, 2009, p. 14). College retention as it pertains to success is a challenging issue in the United States, and the ...