<p> The community college mission has always centered on providing higher education opportunities for all people (American Association of Community Colleges [AACC], 2015a; Bailey, Jaggars, &amp; Jenkins, 2015; Dassance, 2011; Dotzler, 2003; Greenburg, 2008; Schuh, Jones, Harper, &amp; Associates, 2011). However, many students who enrolled at the community college level were not college ready and often required developmental coursework to help bridge the knowledge gap prior to taking college level courses. Unfortunately, those students were unlikely to obtain higher education credentials (Bailey et al., 2015; Carnegie Foundation, 2014). On the other hand, the researcher observed a relatively small number of students who began their community college education at the developmental level, successfully completed the developmental course sequence, completed college level courses, and graduated with a degree while maintaining a high GPA. </p><p> The purpose of this qualitative study was to explore the experiences of those students, identified as Emerging Scholars, at a large Midwestern community college. Through interviews the researcher analyzed the perceptions of Emerging Scholars, specifically, factors perceived as beneficial to success and factors perceived as barriers to success while the student completed a minimum of two required developmental courses, completed a minimum of 24 credit hours of college level coursework, and maintained a 3.5 or higher GPA (on a 4.0 scale). </p><p> As expected, the researcher found the concept of success to be complex and multifaceted. However, two key factors emerged as contributing to success: the establishment of a personal goal and positive faculty-student interactions; participants mentioned both as being a contributor to success. There were six additional factors identified as valuable to success: academic support services offered by the college, specific classes, support from others, motivation to persist, having an internal drive to be successful, and having the necessary skills to be successful. The only barrier to success identified was termed &ldquo;uncontrollable events&rdquo; in the lives of study participants. </p><p> The data analysis from this study could assist community college leaders as they search for ways to increase the success of students who begin their college at the developmental level and could shed light on the type of support to be offered to students who may be struggling and potentially helpful to all students.</p>

<p> This study was designed to investigate an accredited dental assisting educational program at a Midwest community college. The Bureau of Labor of Statistics (2015) claimed the profession of dental assisting is one of the fastest growing occupation, along with ongoing research that good oral health is linked to overall general health, thereby increasing the need for more dental assistants in the workforce. The aim of this study was to determine if dental assisting students taking courses in a face-to-face traditional format performed differently from students taking courses in a hybrid (a combination of face-to-face and online) format. The researcher invited a total of 92 students from cohorts in 2012, 2013, and 2014 to participate. Of the students who elected to participate, 62% were from the traditional cohort, and 39% were from the hybrid cohort. Data collected from a cross-sectional survey focused on the tenets of the theory of Communities of Practice. De-identified data were collected to compare students&rsquo; progress between the traditional and hybrid cohorts with retention rates and national examination scores using a t-test for data analysis. The results confirmed no statistically significant performance differences were apparent between the two groups of students. The hybrid delivery format was as effective in educating dental assisting students as the traditional educational format.</p>

<p> Community colleges nationwide struggle with retention and completion of students. The role of two-year institutions is further complicated by the multigenerational diversity of learners. Community college instructors should be prepared to educate students ranging from the traditional-age digital native to a life-long learner 80 or more years in age. Creating a learning environment inclusive of generational learners is central to the mission of the community college. This quantitative study was grounded in two theoretical frameworks. First, Bandura&rsquo;s (1986) social cognitive learning theory provided an understanding for student learning in the social environment. Second, Sch&ouml;n&rsquo;s (1973) organizational learning theory provided an understanding of how educators and administrators use prior experiences to change and improve the learning environment. Five research questions guided this study. The data for these questions were collected from an immediate content recognition task and student engagement survey following a weeklong teaching demonstration. During the demonstration, two groups were taught identical material, one group in a tradition lecture format and the other received in an active learning format. Weeks later, both groups completed a delayed content recognition task to determine retention of information. The results indicated no statistically significance difference when comparing scores of the passive lecture group. However, the results indicated a statistically significance difference for active learners when analyzing overall retention. Scores for active learners decreased on the delayed content task when compared to the immediate task. The findings of this study may be used to assist two-year colleges in determining effective uses of active learning for the multigenerational classroom.</p>

<p> <b>Purpose:</b> The purpose of this mixed methods study is to examine the degree to which Washington State community and technical college workforce education administrators perceive their institutions to be labor market-responsive based on the Community College Labor Market Responsiveness assessment&rsquo;s seven dimensions of labor market responsiveness (leadership and governance, organizational structure and staffing, organizational culture, resources and funding, information and data, relationship-building, and partnerships) and to explore the factors impacting each of the seven dimensions. </p><p> <b>Methodology:</b> This mixed methods study described 39 Washington State community and technical college workforce administrators&rsquo; perceptions of community college labor market responsiveness. An explanatory design was employed to collect quantitative data to describe, followed by qualitative data to further explain. Data was collected using a web-based survey instrument with fixed-choice Likert-type and open-ended questions. </p><p> <b>Findings:</b> Overall, 62% of workforce educational administrators perceive the community colleges in Washington to be somewhat or almost always labor market responsive. The two most displayed dimensions were leadership and governance and organizational culture, however, the weakest dimension was organizational structure. The most impactful factors identified were: resources, leadership, workforce focus, organizational factors and external engagement. An unexpected finding was the absence of the practitioners&rsquo; reference to entrepreneurial characteristics, even though this is emphasized by scholars. </p><p> <b>Conclusions:</b> Washington State community and technical colleges are experts in workforce development although many factors impact their ability to effectively respond to labor market needs. This study concludes that Washington State community and technical colleges are perceived to be moderately labor market responsive, yet committed to external relationships and partnerships, and in need of more adequate financial, human and information resources to reach their full potential. Secondly, although there is strong leadership supporting labor market responsiveness efforts, unsupportive organizational structures limit their impact. In addition, entrepreneurial approaches are necessary to navigate resource-limited environments and this is not adequately supported by community colleges. </p><p> <b>Recommendations:</b> Further research is recommended to include other populations, correlate perceptions with other indicators, and compare perceptions between more than one sample. An exploration of entrepreneurial characteristics and vocational program review processes of community colleges should also be studied.</p>

<p> The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learners. Benchmarks were analyzed using student variables age, gender, working for pay, student loans, and race/ethnicity. Benchmarks titled Student Effort and Support for Learners had a significant impact on retention. The relevance of this finding became clear through analyzing specific student variables to determine their impact on each specific benchmark. Also investigated were the retention rates of first-time students who participated in the college&rsquo;s peer mentoring program and first-time students who did not participate in the college&rsquo;s peer mentoring program. Following analysis of the data, there was a statistical difference in the retention rates of first-year, peer-mentored students and non-peer mentored, first-year students. The peer mentoring program was also studied by analyzing the effects peer mentoring had on students who were on academic probation. No statistically significant difference was found in retention rates of students who remained on academic probation and their peers who had moved off probation. Data for all aspects of peer mentoring suggested program consistency positively affects retention rates of first-year students.</p><p>

<p> This is a qualitative study to explore the relationship between leadership development programs and emotional intelligence development in students. Research exists regarding the connection between emotional intelligence and academic achievement, but there is a lack of research concerning how to develop students&rsquo; emotional intelligence. This study provided research in this area. The researcher utilized the ESAP-A/B to calculate Emotional Intelligence growth, along with qualitative focus groups and one-on-one interviews. The data showed that students experience EI growth through leadership training programs. Students showed increased growth in the area of self-esteem, which students felt was due to being pushed outside of their comfort zone in the areas of public speaking and group communication. Qualitative data demonstrated that students felt the mandatory workshops, teamwork activities, and the experience of being a part of a cohort, were the three most impactful components of training. This research creates a foundation for further research into training best practices and encouraging EI growth in college students through leadership training programs.</p>

<p> This purpose of this research was, to identify the components of first-year first semester college success courses specifically designed to foster student success in single campus Illinois community colleges. The study provides a historical background of community colleges as it develops a context for the need for college success courses. A qualitative case study approach was used. The research conceptual framework encompassed Alexander Astin&rsquo;s Theory of Student Involvement (IEO), Stufflebeam&rsquo;s Theory of Course and Program Evaluation (CIPP), and The Center for Community College Student Engagement (CCCSE) seven key principles for student success to analyze the findings. </p><p> To generate qualitative data twenty one community colleges responded to the on-line survey. Based on maximum variation from those responses, six institutions&rsquo; administrators agreed to a face-to-face semi structured interview. Eleven interview questions were matched to the four research questions, which helped in providing a comprehensive and concise overview of the research findings. As a consequent of the survey and face-to-face interview sessions findings and analysis; four emerging themes surfaced.</p><p> This study concludes, based on findings; identifying components of first-year first semester success courses can foster students&rsquo; college success. The findings indicated strong support systems such as, early, before the start of the semester, orientations, introductions, and remediation, as well as, providing support services beyond the first year and as often as need throughout the college experience is perhaps the key to persistence and ultimately college completion. Implications and recommendations are presented for now and future best practices. Lastly, there is an introduction to the Roland Success Course Analysis Model.</p>

<p> This study evaluated the impact of predictor variables on certificate, associate, or bachelor's degree completion for first-time community college students pursuing science, technology, engineering, and mathematics (STEM) degrees.</p><p> Using binary logistic regression, this study applied Crisp and Nora's theoretical model of persistence and transfer to first-time community college STEM students. The study used binary logistic regression to assess whether demographic variables, pre-collegiate variables, environmental pull factors, and academic experiences significantly predicted whether first-time STEM students completed a certificate, associate, or bachelor's degree within six-years of entering a community college. Four out of the 19 variables under this study, significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students.</p><p> The findings from this study indicated that gender, ethnicity, enrollment into high school calculus, and STEM GPA during college significantly predicted certificate, associate, or bachelor's degree completion for first-time community college STEM students. Further, the findings suggest that female STEM students were more likely than males to complete a certificate or degree; Hispanic students were as likely to complete a degree as White students, but their enrollment numbers in STEM fields of study were much lower. Conversely, Black/African American students were less likely to complete a certificate or degree than their White counterparts. Additionally, students with higher STEM GPAs and students who completed calculus during high school were more likely to complete a certificate, associate, or bachelor's degree. Finally, enrollment in basic skills courses was not statistically significant in predicting certificate or degree completion.</p><p> The findings associated with the present study indicate academic differences between the general community college student population and the community college STEM student population. As a result, the findings of this study have implications for policy and practice in STEM programs throughout community colleges nationwide.</p>

<p> This applied mixed method research study was undertaken to identify the college choice factors influential in the college choice decision-making processes of high school seniors, and retrospectively, college freshmen, in one rural NC public school system. Current high school seniors were surveyed; Randolph Community College freshmen, who were graduates of the same high school system, were interviewed. Quantitative data analysis was performed using chi square testing. Standard protocol for qualitative data collection and analysis was observed. </p><p> The most important finding of the study was the need for the college to understand the decision processes of millennials in college choice, while applying that generational information to the marketing and outreach strategies to which millennials resonate. In addition to targeted marketing to millennial high school seniors, results indicated program of study expansion was needed to increase the college&rsquo;s market penetration of high school graduates. Findings will be used to increase the market penetration of the local community college with its service area&rsquo;s high school graduates.</p>

<p> The purpose of this study was to investigate the attitudes of community college general education faculty members regarding their perceptions of the importance of internationalizing the general education curriculum and to what extent those perceptions are related to their attitudes toward globalization. The study further examined the degree to which faculty members perceive that they are incorporating the teaching of global competencies into their courses. Finally, the study looked at faculty members' perceptions of administrative support&mdash;both from the perspective of what they felt their college should be doing to support internationalization and what their college was actually doing to support internationalization efforts. No studies were found that examined the importance of internationalizing the general education curriculum in Florida community colleges. Quantitative data were collected using an online survey instrument sent to full-time and part-time general education faculty members teaching at community colleges in the State of Florida. The data were analyzed using Analysis of Variance (ANOVA) and regression tables and descriptive statistics were also reported. Results showed that respondents generally believed that globalization and internationalization are important; however, respondents were not incorporating international instructional strategies at a level that correlated with their attitudes toward globalization and internationalization. Among those faculty members who were incorporating international instructional strategies, results indicated that the more years' experience in higher education a respondent had, the more likely they were to be incorporating these strategies in the classroom. Respondents also indicated that they would like more support from administration to internationalize the curriculum than they believe they are receiving. Release time, and professional development and training experiences are strategies colleges could use to help improve instruction in international education. Providing opportunities for faculty members to travel to conferences and meetings with a global/international scope would also help faculty to have a better understanding of international issues.</p>