Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to understand the experiences and expectations of community college students attending Temple College and Central Texas College regarding what they may expect as part of the vertical transfer process in order to improve the likelihood of their persistence to graduation at Texas A&M University-Central Texas (TAMUCT). The target population was approximately 700 students enrolled in two feeder Texas community colleges who had expressed intent to transfer to TAMUCT. The response rate was 19%, and 136 useable surveys were used for analysis. The sample was 74% female, 45% White with the majority minority. To assess the relationships between community college experiences and transfer expectation variables, correlations and logistic regression were used. No linear relationships were found regarding gender, age, ethnicity, highest level of parents' education, the aspirational variables of highest academic degree intend to obtain at any college or university and at TAMUCT, and the feeder community college attended and the two scales. A statistically significant relationship was found between parental income level and reported community college experiences (F(4, 79) = 2.612, p = .042) and vertical transfer expectations (F(4, 52) = 3.318, p = .017). Community college students from lower socioeconomic backgrounds may utilize the community college to upper-level institution vertical transfer pathway as a way to obtain an affordable baccalaureate degree. Community colleges and university administrators need to continue working together to establish unique and creative ways to create seamless transitions for vertical transfer students utilizing the community college to upper-level institution pathway to degree completion.

This study addresses a campus institutional effectiveness (IE) process and its influence on faculty and staff. Although a comprehensive, rational IE process appeals to campus leaders, this study found that it creates significant faculty and staff challenges. Campus leaders, faculty, and staff differ in their (a) knowledge and support of IE; (b) participation in IE process activities; and (c) perceptions of IE strengths, weaknesses, and usefulness. Needed IE data are typically available to campus stakeholders except for student learning outcomes data across all academic programs. Administrators, faculty, and staff agree that a lack of time is the major IE impediment. IE expectations may be too challenging for campus participants, and faculty and staff need more institutional support to analyze and use existing data. Future research should focus on faculty and staff aspects of community college effectiveness.

With the growth in the adult student population over the past few decades, better serving this student population has become a focus of many institutions (Altbach, 1999; Witt, Wattenbarger, Gollattscheck, & Suppiger, 1994; Cohen & Brawer, 1996). In addition, studies show that introductory English courses function as gatekeepers to persistence towards a degree (e.g., Sommers & Saltz, 2004; Michaud, 2011). Given the importance of English composition to adult learners’ success, the purpose of this study was to explore and understand how adult learners in an introductory English composition course experience and understand the classroom. The study was designed under the conceptual framework of andragogy, which upholds a model of adult learning (Knowles, 1984; Knowles, Holton, & Swanson, 2005), as a lens through which to examine data. A hermeneutic phenomenological methodology, in keeping with a constructivist stance, allowed for a deep exploration of the phenomenon as a lived experience that adhered to the tenets of van Manen’s (1990) research approach. A community college campus site served as the site of data collection, and one course, ENG 111, English Composition I, figured as the course considered the shared phenomenon. Nine adult learners, defined as those students aged 25 and above, participated in two semi-structured interviews, one at the start of each term and one at its completion. The interviews solicited their individual understandings of their experience, allowing for a rich collection of narratives. Using thematic coding in keeping with van Manen’s (1990) methodological approach of interpreting of spoken narratives as text, the narratives yielded individual themes, which were then compared across cases to generate larger themes that represented the shared understandings of all participants. These overarching themes were: (1) Applying background experiences to learning attitudes and approaches, (2) Navigating outside responsibility conflicts, (3) Appreciating supportive and equitable interpersonal relationships, and (4) Experiencing greater confidence in academic writing. While the study design sought to elicit deeper understandings of a particular phenomenon and so cannot be generalizable (Creswell, 2007), the findings nevertheless suggest conclusions and recommendations that provide useful direction and insight to this student population and future research, which close this study.

Research on North American and European students have reported moderate to severe levels of stress in more than 90% of students, which has been linked to negative health outcomes. However, there is a paucity of data on the stress of Caribbean students. Higher education in the Caribbean has undergone a transformation with wider access and higher enrollment; thus, it is important that the effects and characteristics of this transformation are researched and documented. Accordingly, the purpose of this quantitative study was to examine the experience of students in 2 year community colleges in the Caribbean. Using the theoretical foundation of Lazarus and Folkman's (1989) appraisal theory of stress, the research questions focused on the predictors of stress, socioeconomic differences in the levels of stress, and coping styles. The undergraduate stress questionnaire, the perceived stress scale, and the brief cope questionnaire assessed 150 students recruited through response to flyers posted on campuses. Data were analyzed using generalized linear model, ANOVA and MANOVA. Results indicated student status and marital status significantly predicted the stress level of students, but significant socioeconomic status differences in stress and coping styles did not. The research contributes to positive social change by helping to inform educators, administrators, and parents on the particular stressors students face, thus contributing to a better understanding of the phenomena of stress and coping among Caribbean students. It also broadens the body of research, extending it to populations outside of the North American and European contexts and providing valuable data for subsequent research.

This project study was an evaluation of a first year learning community program for community college students enrolled in developmental coursework at a community college in California. The program had never been evaluated. The evaluation used learning community students' and faculty members' perception as a basis for evaluation, specifically concentrating on areas that promoted student success and areas that needed further refinement. Only former program participants and the program faculty members were eligible for the study. Of the 78 eligible participants, responses from 51 students and the 2 faculty members were collected. The theoretical framework was grounded in Tinto's work with learning communities. Data for the evaluation were collected using surveys with open-ended questions as well as interviews with faculty. The qualitative analysis required theme identification using key words from the surveys and interviews. The results from the study indicated that the learning community provided a social support for student learning that was considered a strength for the program but that various elements of programming such as class scheduling and policies were considered areas needing improvement. The project evaluation resulted in an administrative evaluation report. The findings may be incorporated as recommendations for program improvements and documentation of best practices at the community college. The implication for positive social change is that other community colleges may be able to use the recommendations generated in the report to improve their learning community programs so that their students might be encouraged to persist towards degree completion.

College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.

Community college leaders face challenges due to a lack of persistence data concerning 2-year colleges, especially in rural settings, prompting these leaders to turn to national data sets to drive local institutional changes. The purpose of this study was to identify variables associated with student place-frame and academic integration which are predictive of student persistence from the first to the second year in a small, residential community college in a rural frontier setting. Guided by Tinto's institutional departure theory, the theory of social representation, and Bassett's work in ruralism, a nonexperimental, correlational, quantitative research design was used to examine predictive relationships between student place-frame variables (age, sex, and intent to transfer), academic integration variables (student effort, collaborative learning, active learning, and academic challenge), and student persistence. Archival Community College Survey of Student Engagement data collected in 2013–2016 from 332 student participants were used for the study. Regression analysis showed a significant predictive relationship between student age and student intent to transfer with active learning. Additional binary logistical regression showed a significant positive relationship between active learning scores and student persistence. These findings informed development of evidence-based recommendations for programmatic changes to increase active learning practices, which could increase students' academic integration and persistence over time. By improving students' academic integration and persistence, positive social change may result through more students completing their degrees and their 2-year colleges gaining access to more substantial resources that are tied to student performance.

The purpose of this study was to investigate the possible differences in needs and educational goals of community college students based on their sex, age , and marital status, particularly between older women students and other student. groups . Information was gathered from the college application forms of all day students enrolled in any class during the fall of 1976 at Southwestern Community College . The total number was 6,854, 51% were men, with a mean age of 27.9 ; and 49% were women with a mean age of 25.2. Thirty-one percent were married. The specific questions under study were: l. Would there be a difference in the stated need sand educational goals of women students compared to those of men students? 2. Would there be a difference in the stated needs and educational goals of older students compared to those of younger students? 3. Would there be a difference in the stated needs and educational goals of married students compared to those of single students? The major findings of the study included: 1. Career counseling was requested somewhat more frequently by women S·tHdents (40. 7%) than men students (36.2%). When controlled f or marital status and age, greater differences were found. For example, 47.1% of single women under 25 requested career counseling compared to 26 .1% of older married men. 2 . Transfer counsel i ng was .requested more frequently by men students (31.2%) than by women students (24.4%) . The most striking difference was between single young men students (36.9%) and married young women (14.7%). 3. Forty-two percent of men students planned to transfer and earn a Bachelor of Arts degree compared to 28% of women students . 4 . Younger and sing l e students set their goals at more demanding and time-consuming courses of study than older or married students . Women were generally over represented in the shorter, less demanding majors.

A study was conducted to assess Treaty Oak Community College's (Treaty Oak) accomplishment of its mission in terms of responding to the educational and training needs of the community. A questionnaire was sent to students who were enrolled in a program of study from 1986-1989. This survey was to evaluate the assistance Treaty Oak gives students in reaching their goals, to determine employment or student status and to assess the effectiveness of the academic and student services at Treaty Oak. A second questionnaire was sent to local businesses to evaluate the contribution that Treaty Oak makes in meeting the business community's needs. Evaluation of the treatment is in percentage form.