Education Commons^™

A Quantitative Analysis Of Methods Used For Avoidance And Acceleration Of Developmental Mathematics Sequences In Community College, Steven Todd Travers

Theses and Dissertations

Many developmental mathematics programs at community colleges in recent years have undergone a process of redesign in an attempt increase the historical poor rate of student successful completion of required developmental coursework. Various curriculum and instructional design models that incorporate methods of avoiding and accelerating the developmental mathematics requirements have been created in an effort to increase the retention and course completion rate of students placed in developmental mathematics programs. It is believed that developmental students need developmental mathematics courses in order to build a strong mathematical foundation; this will enable them to achieve their desired higher education goals. The …

Examining The Complexity Of Educational Attainment For Black Males In An Educational Opportunity Fund Program At A Community College, Lavon Williams

Theses and Dissertations

The purpose of this research is to describe the lived experience of Black males in an Educational Opportunity Fund (EOF) program at a community college. According to research, community colleges are the first option for many Black male students who are underprepared academically and come from low socioeconomic backgrounds. This phenomenological study examines the lived experience of Black males in an EOF program because of its ability to provide access, equality, and resources to students. Ten face-to-face interviews were conducted in order to describe the essence of this phenomenon. The findings from this study revealed that there are five themes …

The Private University Faculty Perspective Of Community College Transfer Students: An Ethnographic Interview Study, Sally E. Hyatt

Theses and Dissertations

Faculty/student relationships have a significant impact on student retention and success (Tinto, 1975, 1993). However, little is known about how faculty perceive community college transfer students and how they make meaning of their interactions with these students. This qualitative, descriptive, ethnographic interview study describes faculty/student interaction and the ways in which community college transfer students are perceived by the faculty at one small, private, nonprofit, masters-level university. The research questions used for this study were designed to investigate the faculty’s perception of community college students, the students’ academic experiences and the faculty/student relationship.

The researcher gathered data during 12 in-depth …