The purpose of this study was to examine the extent to which reference librarians of the 28 Florida community colleges are educationally prepared to teach and promote information literacy. / A survey instrument (questionnaire) was designed and distributed to 110 reference librarians in the 28 Florida community colleges; a total of 74 (76.2%) were returned and 69 (62.7%) were usable. Using the Likert-type scale, respondents indicated strength and weakness of abilities and preparedness to teach and promote information literacy. The data were tabulated using SPSS. / Forty-nine (71.0%) of the respondents were females, 18 (26.1%) were males (two, 3%, did not indicate gender), and 83% of the librarians were 41 years or older. Sixty-one percent (61%) of the male librarians had 15 years or less experience, while 73% of females had 16 or more years of experience. Eighty-seven percent of the librarians had a master's degree in Library Science, 3% had an advanced master's/specialist degree, and 3% had their doctorate. Four percent (4%) had a subject master's degree only. Three percent (3%) had a subject master's degree and certification in Library Science or either a subject master's degree and a master's degree in Library Science. While 96% of the librarians use the new technology on their job, only 31% of the libraries have a computing lab within the library for student use. / The findings of this study included the following: (1) Ninety percent (90%) of the librarians indicated that they were well-prepared for the skills of locating sources, using periodicals, indexes, reference sources, and performing reference queries. (2) Eighty percent (80%) of the librarians indicated that they were well-prepared to use manual and online catalogs, CD-ROM databases, knew search strategy skills, selected appropriate access points, and worked effectively with diverse patrons. (3) Seventy percent (70%) of the librarians indicated that they were well-prepared for communication, thinking and cognitive skills, and met the needs of target user groups. (4) They were least prepared to work with Internet, Interactive Video, Hypercard/Hypertext, and tape-loaded databases. (5) They perceived themselves as lacking in the skills of measurement and evaluation, teaching methodologies, budgeting and planning, management, instructional design, and the use of online databases. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2617. / Major Professor: Mary Alice Hunt. / Thesis (Ph.D.)--The Florida State University, 1994.

This exploratory, multiple case study examined the teaching behaviors of three effective community college teachers from an Instructional Systems Design perspective. The purpose of the study was to: (a) Identify those effective teacher behaviors reflective of ISD principles, (b) determine how the identified ISD behaviors are employed by effective teachers, and (c) identify those ISD principles omitted by effective teachers. / Key ISD behaviors studied included: (a) developing specific goals and/or objectives, (b) developing objectives-based instruction, (c) developing objectives- based assessments, and (d) revising instruction based upon collected student data. Secondary attention was given to other ISD planning skills and the delivery of instruction in accordance with ISD principles. / The three teachers were selected from a pool of teachers who had been recognized for their outstanding teaching. The subject matter taught by the teachers included: humanities, occupational therapy, psychology, and writing. / The evidence used to answer the case study questions was gathered from teacher planning documents, teacher and student interviews, student surveys and classroom observations. / The number of ISD behaviors employed by the effective community college teachers varied greatly. Whereas one teacher employed all fourteen behaviors, the other teachers employed only a few of the planning behaviors and most of the delivery behaviors. Detailed descriptions of the instructional behaviors performed by the teachers are described. / Four factors that may influence the use of ISD principles are discussed. Implications related to the community college setting and the literature on effective teaching are also discussed. / Source: Dissertation Abstracts International, Volume: 54-11, Section: A, page: 3980. / Major Professor: Robert Reiser. / Thesis (Ph.D.)--The Florida State University, 1993.

Community colleges face a host of challenges and opportunities in the next decade. Survival and success will depend on responses requiring flexibility, creativity, and innovation. Organizations are turning to new approaches in contending with these challenges and opportunities. One such response has been entrepreneurism. Managers have been implementing a series of purposeful, systematic techniques to promote and enhance innovation and entrepreneurism. / However, several problems have been associated with this practice, and the corporate literature indicated both benefits and liabilities inherent in entrepreneurial strategies. Literature on entrepreneurship in education is scarce. Although some authors recommend entrepreneurial responses for educational organizations, others are skeptical. The purpose of this study was to examine the organizational characteristics related to entrepreneurism at selected single-campus community colleges and to identify benefits and liabilities associated with management approaches at those institutions. / All single-campus Florida community colleges were considered for this study. A combination of panel, survey, and case study procedures were used. Each of the 17 single-campus institutions were surveyed, with three "entrepreneurial" institutions identified for in-depth study. Various roles and organizational characteristics were examined within the conceptual framework of role theory and organization effectiveness. / Single-campus institutions were essentially participatory as described by a modified version of Likert's (1961) Profile or Organizational Characteristics. Entrepreneurial case study institutions were found to be systematic in their management approaches, although approaches ranged from president-centered to entrepreneur-centered. No "ideal" management template was found for entrepreneurial case study institutions. Regardless of management approach, entrepreneurial institutions were found to inherit certain liabilities associated with institution strategy. Motivation approaches ranged from highly intrinsic to highly extrinsic at case study institutions. A distinct operational philosophy and set of ground rules served to regulate entrepreneurial behavior at each case study institution. / Source: Dissertation Abstracts International, Volume: 51-06, Section: A, page: 1922. / Major Professor: Louis W. Bender. / Thesis (Ph.D.)--The Florida State University, 1990.

The majority of recent studies on community college trustees have centered around trustee perceptions and characteristics. While a 1987 study by Boyce examined Washington state trustees' perceptions of their roles, it did not examine what those boards actually did. The purpose of this study was to add another dimension to the empirical knowledge base, by investigating community college board of trustee formal decision-making. / The study of eight community college boards in the state of Washington analyzed formal board decisions and actions from two perspectives: (1) a content analysis of formal decisions and actions as recorded in board of trustee minutes; and (2) differences in these decision patterns among colleges based on two categories, college setting and college size. / Through a series of questions to randomly selected board of trustees members and the eight community college presidents, the researcher also attempted to determine in what ways and to what extent board trustee members interact with members of the institution (internal environment), and with the constituency served by the college (external environment) in their process. / Frequencies and percentages were calculated to identify distinctive patterns on subject area, source, timing, level and internal or external system of formal trustee decisions impacted by the decision. The majority of trustees decisions were directed to ensuring the college fulfilled its purpose. Of the 532 decisions, 196 were initiated by the president. Nearly all were dealt with "before the fact" and were affirmative in nature. Only 92 were considered to be a policy making nature, while 344 were at the operating level. ANOVA results revealed significant differences in decision-making patterns within the variables. As was expected, the largest number of decisions (369) was directed internally. / Overall, the colleges involved in the study appeared to support Weick's (1976) description of colleges characterized by multiple goals, fluid participation, unclear technologies, and intangible and unmeasurable outcomes which are serving to restrain trustees from acting with purpose and direction. In general, the researcher found that both the trustees and the presidents recognized their limited power, yet they were unclear as to how to change their environment, or even if they should. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3537. / Major Professor: Louis W. Bender. / Thesis (Ed.D.)--The Florida State University, 1991.

This study examined the effects of metacognitive instruction during reciprocal teaching on the reading comprehension of at-risk college students. Metacognition as related to reading instruction refers to teaching students to monitor their comprehension and to employ various strategies to improve their reading comprehension and learning. / The subjects were 78 at-risk college freshmen at Alabama State University in southeast Alabama. These students were considered at-risk because of their low reading scores on the American College Test (ACT) and The Nelson-Denny Reading Test. / A quasi-experimental design was used with six intact classes assigned to two experimental conditions. An experimental group, consisting of three intact classes, received the reciprocal teaching treatment. This treatment included lessons in which the instructor with modeling provided guided practice in applying the four strategies of summarizing, question-generating, clarifying, and predicting that lead to improved comprehension of written materials. A second group--the experimental group of contrast--consisted of three intact classes that received the traditional method treatment in which students read passages, responded to oral and written multiple-choice questions following the reading, and received corrective feedback from the instructor. / At the conclusion of the sixteen-week instructional period, the vocabulary and comprehension pretest and posttest scores were analyzed using the MANCOVA statistic. The results of the study indicated that students in the reciprocal teaching group improved more in vocabulary and comprehension than students receiving the traditional method. However, students' improvement in comprehension was statistically significant. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0862. / Major Professor: Barbara Palmer. / Thesis (Ph.D.)--The Florida State University, 1991.

<p> Success through education for women was vastly limited before the passage of Title IX, which guarantees equal access to programs in higher education. Eliminating sexual discrimination through this legislation had the potential to open new worlds for America&rsquo;s women as opportunities blossomed at the collegiate level which led to a host of new career paths. Women successfully entered higher education and are represented in every field. </p><p> Unfortunately, the prevalence of sexual assault incidents in colleges proved to be a detriment to accessibility, and Title IX served as a tool to help create a safe learning environment for all students. The novelty of creating policies and procedures in this new arena led to many problems for colleges and universities as they sought to comply with Title IX mandates. As a result, the Office of Civil Rights issued a Dear Colleague Letter in 2011 to explain sexual assault and provide resources to bridge the complex divide between old and new notions of discrimination. The purpose of this study was to examine the effects of the Dear Colleague Letter of 2011 on the implementation of Title IX at community and technical colleges in Louisiana. Policy analysis was used to determine if the policy and procedures recommended were established at all twelve of the institutions. Title IX Coordinators were interviewed to provide a more in-depth picture of the implementation process and what challenges the institutions may have encountered. The findings indicate that Title IX Coordinators were knowledgeable about the Dear Colleague Letter of 2011, but the policies did not reflect this understanding. The implications resulting from this study can be used to inform and assist higher education leaders in maintaining compliance with Title IX.</p><p>

<p> To improve community college student success outcomes, accountability has shifted from the student to the institution. Institutions now must identify potential barriers to student success and take action to improve completion outcomes. One plausible way to begin an investigation of the factors that lead to student success is to examine the extent to which placement into developmental education impacts completion. The purpose of this correlational study was to examine the extent to which students placed into developmental English or Math, succeeded in their developmental coursework within one year, progressed in college-level coursework within two years, and graduated within three years. </p><p> This study examined the records of 1478 students at a large multi-campus community college located in the Northeast. Frequencies were employed to ascertain whether students placed in developmental-level courses were successful in those courses within one year. Phi coefficient tests examined the relationship between success in developmental English or Math in one year, success in the college-level English or Math courses within two years, and success in developmental education and degree completion within three years. A supplemental analysis, utilizing binary logistic regressions, was conducted to determine whether success in developmental English or Math predicted of graduation within three years. </p><p> The results indicate that students in the program under review graduated at higher rates than the national average. Transfer data improved both institutional performance and student success outcomes by 8 percent. Success in developmental education within one year was an important indicator of success in a college-level (gatekeeper) course within two years and progress towards degree completion within three years. Students who were successful in developmental education were more likely to graduate than those who were not successful in developmental education. Finally, the binary logistic regression results showed that success in developmental English and Math were significant predictors of student graduation within three years.</p><p>

<p> Degree completion has been a topic of debate in higher education institutions. Although efforts have been made to raise the rate of completion, the number of students completing college remains low. Low rates may lead to wasted time and money as students often take unnecessary coursework as a result of not having a well-developed plan for completion. To combat this problem, programs have been implemented at community colleges that are designed to meet student needs, develop tailored educational plans, and help students set goals. One such program is the Central Valley Promise (CVP) program, which offers a solution that could meet the specific needs students of the Central Valley of California. Upon meeting the entrance requirements, students are eligible to receive free tuition for one semester and the promise of support to completion for all students. Because CVP has the potential to affect many incoming students, it was important to examine whether it is achieving its goal. This study sought to gain understanding of student transition and career readiness. A survey was given to 402 CVP students during their first semester of college. A comparison group of 112 students also received the survey. All participants were incoming community college freshmen. Also, observations were conducted during three CVP events. Findings included an increased satisfaction and confidence level in academic performance, social life, and choosing a college major among CVP students. Recommendations include continued support for students, adding a mentorship component, and hiring faculty to exclusively work with CVP students. </p><p>

An increase in nontraditional student enrollment continues in community colleges nationwide. Little is known about the interactions between mixed-age groups of students. This qualitative collective case study explored the academic and social influences of non-traditional students on their traditional peers in the community college classroom at a large, midwestern 2-year college. Tinto's interactionalist theory framed the study. Purposeful sampling was used to select 30 participants (13 traditional students, 13 non-traditional students, and 4 instructors) who represented the college population in terms of gender and racial and ethnic diversity. Interview questions were guided by the research questions, and data were also analyzed through inductive analysis. Data were hand-coded and a constant comparative method was used to categorize data into common themes. Findings indicated that non-traditional students play a positive role in community college classrooms. They serve as mentors to their traditional classmates, building relationships and sharing life and work experiences, as well as positive behaviors that contribute to traditional students' overall success. The positive influences the data revealed from interactions between nontraditional and traditional students included improvement in learning, retention, engagement, and confidence. Findings contributed to social change as nontraditional students' influence on traditional students could serve as a catalyst for practices that will benefit all community college students.

Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.