Community College Leadership Commons^™

Comments From The Editor, Robert M. Mangione, Susan V. Iverson

New York Journal of Student Affairs

Editor comments for Volume 23.

Relations Between Community Engagement Levels And Citizenship Competence Among Tertiary-Level Students At A Public Institution Of Higher Education, Ernesto L. Bastida Jr.

ASEAN Journal of Community Engagement

This mixed-methods sequential explanatory study seeks to explain the relationship between community engagement and citizenship competence among tertiary-level students at Kolehiyo ng Lungsod ng Dasmariñas, a public institution of higher learning in Dasmariñas in Cavite, Philippines. Specifically, it seeks to (1) determine students’ level of engagement in various community development activities and their levels of citizenship competence; as well as (2) discuss and analyze the relationship between these two variables. Quantitative surveys were conducted on 331 students, followed by semi- structured interviews and focus group discussions with 30 purposely selected participants to gather follow-up data during the qualitative phases.

The …

Journey Of Realization And Adaptation Through Auto/Ethnography: A Shift To Transformative Educational Research, Tara Paudel, Bal Chandra Luitel, Niroj Dahal

The Qualitative Report

This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an individual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., …

Understanding The Lived Experiences Of Parenting Adult Learners Regarding Persistence In Two-Year Community Colleges, Michelle T. Webb Ed.D.

Doctor of Education Program Dissertations

This qualitative phenomenological study examined the results of semi-structured interviews conducted with six parenting adult learners (ParentALs) enrolled in three public two-year community colleges in the United States. This study investigated the problem of a lack of understanding of the experiences of ParentALs enrolled in community colleges. The purpose of this study was to examine how the lived experiences of ParentALs enrolled in community colleges may influence their persistence. Three themes emerged from the literature review and data analysis: the identity of the ParentAL, characteristics and intersectionality of factors, experiences, and perceptions that may influence ParentAL persistence in community college, …

知源育利用のガイド, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

知源育を応用するための様々な角度からのヒントを学ぶことができるガイドです。実勢んをしながら、時々このガイドを参照することで、より高いレベルでの実践が可能になるでしょう。

Going The Extra Mile To Increase The Wilder School’S Student Enrollment, Xueming (Jimmy) Chen

The Grace E. Harris Leadership Institute Publications

To align with the themes and goals of VCU Quest 2028: One VCU Together We Transform, the Wilder School has prepared and will implement a schoolwide strategic plan to guide its development to 2028. In this strategic plan, one of the metrics of student success is student enrollment, which is of paramount importance.

After the background introduction, this report gives an overview of the student enrollment data of the five academic programs within the Wilder School during the past 5 years and takes a snapshot of the 2022 MURP student demographic data. Afterward, it briefly introduces the enrollment management strategies …

Magnetic Hallway Huddles: Attract And Retain High-Quality Professionals, David Wolff, Carissa Gober, Donna Zerr

Open Educational Resources - Teaching and Learning

This presentation was conducted for a national conference about mentoring. The authors discussed Tinto’s Model of Institutional Departure and Schlossberg’s Model for Analyzing Human Adaptation to Transition as theoretical frameworks to explain the transition and retention of university professors. The focus on the study was the three authors who transitioned to the same university during the 2022-2023 academic year. Authors discussed their experiences of the transition and found themes related to the mentoring process that that acclimated them to the institution and influenced their retention.

Understanding The Implications Of Work Based Learning For Students Pk-12 School Systems Institutions Of Higher Education And Hosting Organizations, David Naff, Amy Corning, Meleah Ellison, Albion Sumrell, Zehra Sahin Ilkorkor, Jennifer Murphy, Ciana Cross

MERC Publications

This literature review by the Metropolitan Educational Research Consortium (MERC) and Institute for Collaborative Research and Evaluation (ICRE), in partnership with the Virginia Talent + Opportunity Partnership (V-TOP) and State Council of Higher Education for Virginia (SCHEV) explores work-based learning and its implications for PK-12 institutions, institutions of higher education, and hosting organizations (e.g. employers). The report also provides background information about the foundations of work-based learning and concludes with a series of recommendations for practice, policy, and future research related to work-based learning. There is also an accompanying podcast episode where report authors discuss the key takeaways with …

Developing A Healthy Masculinities Program On A University Campus, David A. Scott, Freeman Woolnough, Tony W. Cawthon

New York Journal of Student Affairs

Amid increased concerns about mental health, sexual violence, and substance use among college students, college campuses are looking toward developing targeted programming to help counteract these concerning trends. This practitioner paper highlights the development and impacts of a program at a Canadian institution, which focuses on healthy masculinity and identity development. Although still in the early stages, the feedback and observations are indicative of the powerful potential of this type of programming to improve healthy masculinity on college campuses.

Community College Faculty’S Perceptions Of Culturally Responsive Teaching, Sarah Tolbert-Hurysz

Electronic Theses and Dissertations

This qualitative study sought to understand community college faculty’s perceptions of and experiences with culturally responsive teaching. Participants were full- and part-time faculty currently employed at community colleges in the Southeastern United States and purposefully selected to provide information-rich data. Data collected from the semi-structured, in-depth interviews with the participants were coded and thematically analyzed. Emerging themes included faculty’s inclusion of varied categories of cultural diversity when describing students; limited knowledge related to culturally responsive teaching; perception that culturally responsive teaching is centered on connecting and building relationships with students; belief in the value of providing students exposure to different …

A Case Study Of Practitioner Perceptions On The Online Transition Of Student Support Services At A Mississippi Community College, Christopher M. Bagwell

Graduate Theses and Dissertations (2019 - present)

The study explored how practitioners perceived the transition to online student support services at a Mississippi community college during the COVID-19 pandemic. The study utilized the qualitative research approach of a single case study to gather data. Data was collected through open-ended surveys designed to acquire and interpret perceptions on an array of research questions. Forty-one administrators and staff participated in the study. The researcher employed hierarchical coding to narrow the data into themes. Subsequent rounds of coding and peer review were conducted to develop two principal themes of technology and institutional/personal preparedness. Kotter’s Change Model was utilized to evaluate …

Positive Workplace Adaptations Made During The Covid-19 Pandemic In A Higher Education Setting, Joshua D. Bishop

New York Journal of Student Affairs

This study describes what higher education professionals perceived as positive workplace adaptations in response to the COVID-19 pandemic. Two surveys were administered to groups of professionals in the field of higher education to obtain information about their perception of positive changes experienced in their work during COVID-19 pandemic. The results of this investigation describe positive changes including work from home options, schedule flexibility, and increased sustainability. While not ignoring the negative aspects of COVID-19, it was concluded that many professionals were able to create positive change within their institution for themselves and their students.

Conceptualizing The Campus Culture: The Significance Of Cultural Artifacts, Ryan Theroux, Derek Furukawa

New York Journal of Student Affairs

Cultural artifacts convey meanings and messages to members of a campus community that provide insights into the culture of a college. Artifacts may include physical, behavioral, or verbal phenomena that one identifies in the culture of an institution. While studies of culture on college campuses have been conducted through anthropological, organizational, and academic lenses, it is still unclear how cultural artifacts are categorized within higher education literature and why this may be important. Based on a review of literature from multiple disciplines and institutional examples, the authors present a categorization and conceptual framework of cultural artifacts found on college campuses. …

Comments From The Editor, Robert M. Mangione, Susan V. Iverson

New York Journal of Student Affairs

Editor comments for Volume 22.

Assessing The Comprehensive Academic Needs Of Occupational Therapy Assistant Program Students: A Focused Review Of Polk State College, Jasmine M. Thomas

Department of Occupational Therapy Entry-Level Capstone Projects

In 2016-2017, the NBCOT revised and field-tested the certification examinations for occupational therapists (OTRs) and certified occupational therapy assistants (COTAs). The revised examinations begin officially being administered and scored in 2018-2019 (NBCOT, 2021). In recent years, the Polk State College (PSC) OTA program’s faculty and staff witnessed its graduating cohorts decline from a 100% passage rate to a 75% passage rate on the revised NBCOT COTA examination (NBCOT, 2021). The purpose of this review was to examine potential causes for the decline in student passage rates, with the goal of completing an academic needs assessment of PSC OTA program students. …

Large Scale Open Educational Resources (Oer) Initiative In Mathematics, Alioune Khoule, Abderrazak Belkharraz Idrissi, Sandra Sze

Publications and Research

A team of LaGuardia Community College math faculty designed and launched the OER (Open Educational Resources) project in Spring 2017 to allow to take mathematics courses at zero or low textbook cost. Our first pilot phase started with 10 sections in Fall 2017 using three different OER platforms: Myopenmath, Webwork and Khanacademy. One out of the three platforms, Myopenmath used in phase 1 was selected to pilot 34 sections in Spring 2018. In Fall 2018, the OER team moved to a full-scale implementation on all remedial and gateway courses of 164 sections including Fundamentals of Algebra, Intro to Algebra, Elementary …

Linguistically Responsive Instruction In Corequisite Courses At Community Colleges, Heather B. Finn, Sharon Avni

Publications and Research

English Learners (ELs) attend community colleges at a greater rate than four-year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non-credit developmental course with a credit-bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisites are enacted in a wide range of content areas, professors will need to attend to students’ language development in a wide range of disciplinary courses. This qualitative study applies Linguistically Responsive Instruction as a framework to …

Community Colleges And Covid-19: An Exploration Of Challenges And Inequities, Tammy Bosley, Holly R. Custer

Journal of Communication Pedagogy

COVID-19 drastically changed many aspects of life in the U.S. and most certainly changed standard operating procedures in higher education. Moving all classes completely online created numerous challenges not only for students, but also for faculty. For students, these challenges included issues related to physical and mental health, job loss, and caregiving, as well as access to internet and even access to a home computer. Faculty also faced challenges. For example, many colleges and universities rely on adjunct faculty who are compensated on a course-by-course basis. Although most institutions provided faculty development sessions to make a smooth transition to online …

Rural Students' College Choice And The Impact Of Dual Enrollment Programs And College Cost, Elise J. Cain

New York Journal of Student Affairs

This article explores the college-choice processes of two college students who graduated high school from rural areas in New York State. Hossler and Gallagher’s (1987) three-stage model of the college-choice process was used as the theoretical framework for this study. To gain in-depth knowledge about students’ predisposition, search, and choice stages, narrative inquiry was employed. This article specifically highlights how dual enrollment courses played key roles within the college-choice processes of these students. These findings suggest that there is a need for additional education about college costs and dual enrollment programs for rural students and their families.

Comments From The Editor, Susan V. Iverson, Robert M. Mangione, Julia A. Davis

New York Journal of Student Affairs

Editor comments for Volume 21.

Getting To Work: Information Literacy Instruction, Career Courses, And Digitally Proficient Students, Alexandra Hamlett

Publications and Research

This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates’ success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College’s innovative IL Program and …

Systemic Functional Linguistics In The Community College Composition Class: A Multimodal Approach To Teaching Composition Using The Metalanguage Of Sfl, Jennifer James

Education (PhD) Dissertations

This qualitative research study sought to understand the affordances and limitations of a systemic functional linguistics (SFL) approach to teaching composition at the community college level. The study took place over the course of a semester in two developmental college composition classes using the language of SFL to teach writing through multimodal assignments. The study was developed in response to the increasing diversity in writing skills and educational goals of students in the community college composition class. The increase in diversity is a result of legislation in California that restructures developmental class offerings and affects placement in the transfer-level composition …

Andragogy For All? A Look At Arkansas Community College Students' Preferences For Andragogical Assumptions, Emilee Sides

Graduate Theses and Dissertations

Community colleges are tasked with juggling multiple missions. They provide open access to education for adults in their community, work with industry partners to educate the local workforce, and provide relevant programming to the communities they serve. When compared with students at four-year institutions, community college students are older, more ethnically and racially diverse, come from lower socioeconomic statuses, and less academically prepared.

Like other community colleges across the country, one of the primary goals of Arkansas community colleges is to help their students succeed. Unfortunately, the state has historically performed poorly in regard to educational outcomes. To get the …

California Elected City Council Women Of Color: Building A Collaborative Vision With Inclusive Voice, Beatriz T. Valencia

Education (PhD) Dissertations

Following the U.S. presidential race of 2016, large numbers of women—particularly women of color—made the decision to run for political office for the first time at both the national and local levels. It is imperative that these women’s campaigns and victories are studied as a means to resist essentialism and honor the unique perspectives and histories of the voices of women of color in these political roles—roles highly underrepresented in literature and society at large. This dissertation focused on the victory speeches of 48, first-time, California city council, elected women of color (EWOC) with the aim of understanding their campaigns …

Using Phet Simulations To Improve Scientific Skills And Attitudes Of Community College Students, Rex Taibu, Lloyd Mataka, Vazgen Shekoyan

Publications and Research

In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students‟ responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students …

“I’M Like Their Gps”: How Mathematics Faculty Support Underprepared Community College Students In Corequisite Courses, Bonita B. Tyler

Theses and Dissertations--Educational Policy Studies and Evaluation

As American community colleges replace prerequisite developmental mathematics courses with corequisite courses, the work of faculty to support underprepared students merits attention. This curricular change means underprepared students are enrolling directly in both college-level content courses with required corequisite support courses for necessary remediation, thus broadening the range of student skills and abilities in the classroom. Faculty work is significantly impacted by this change. Previous research indicates that corequisite course configurations have mitigated some problems with the traditional multi-course sequence of developmental courses. Noticeably, scholars described course structures in detail but failed to describe adequately how students were actually supported. …

A Hierarchy Of Environmental Design For Latin* Men At Pwis, Hermen Díaz Iii

New York Journal of Student Affairs

To understand the transaction between the environment and students, this study examines a Latin* cultural center in facilitating community and sense of belonging for Latino men at a predominantly White institution (PWI). This study used critical race theory, specifically LatCrit to interrogate Strange and Banning’s (2015) hierarchy of environmental design. Findings nuanced the understanding and experience of community, engagement and safety of Latino men within a racialized space at a PWI. Implications for practice are discussed to better understand how Latin* cultural center environments contribute to the behavior and experience of Latino men.

The Role Of Faculty In Fostering Psychosocial Wellbeing Among University Students, Kelley Wick

College of Education and Human Sciences: Dissertations, Theses, and Student Research

The transition to college represents a major life event, and successfully navigating this shift has implications for students’ psychosocial wellbeing. While there is ample support for the idea that social relationships can facilitate student wellbeing during the transition to college, there is limited understanding of the unique role faculty may play in supporting students. The aim of this study was to determine the relation of faculty support to student wellbeing and self-efficacy, independent of peer support and student level of stress. Additionally, the primary questions were to examine whether self-efficacy mediated the relation of faculty support to student wellbeing, and …

People Look At You A Little Bit Differently: Self-Authorship And The Homegoing Experiences Of First-Generation College Students Of Color, Michelle Boettcher, Stacy Dillard, Kimbell Dobbins, Keenan Jones, Nick Lang, Hailey Palmer, Esther Philip, Kierra Richmond, Dylan Wilkes, Wen Xi

New York Journal of Student Affairs

First-generation college (FGC) students represent 56% of college students in the United States (RTI International, 2019). Studies on the role FGC family in students’ campus experiences by Covarrubias et al. (2015) along with Orbe’s (2008) work on the role of culture in FGC identity development provide a foundation for understanding FGC experiences. The role of FGC self-authorship (Carpenter & Peña, 2017) on campus also helps support FGC student success. Unexamined are FGC students’ homegoing experiences in their communities of origin. This study helps fill a void in the literature about FGC students’ experiences in their home communities through the voices …

Which Role Shall I Perform? The Doctoral Experience Of Women, Aviva Vincent, Megan Weber, Danielle Sabo

New York Journal of Student Affairs

Doctoral women experience disparities in self-efficacy, degree completion, and mental fatigue compared to men-identified colleagues. Women pursuing doctorates express hardships mirroring those reported in the 1970s. Applied qualitative methodology yielded emergent themes, contextualized by the frameworks of role theory and academic resilience theory. The experiences shared by the women in this study support that the expectations of women regarding the doctoral process do not align with the situational reality, specifically regarding imposter syndrome, mentorship, family-planning, financial support, and social expectations. Recommendations for departments and universities are provided to create a more just experience.