Data pertaining to stress and job satisfaction of faculty at five Tennessee Board of Regents community colleges in east Tennessee were collected and analyzed in this study. Questionnaires were distributed to all full-time faculty at the colleges, with 51.3% returned. Questionnaires consisted of a socio-demographic survey, the Faculty Stress Index (FSI) to measure stress levels, and the Job Descriptive Index (JDI) to measure job satisfaction. Of those responding, 92.4% were white, 76.5% were married, 61.2% were female, 58.9% were tenured, and 81.3% were 40 or older, with 52.2% over 50. Only 1.9% were 30 or younger, but 51.1% had been in their current positions for six years or less. A total of 72.4% were assistant (22.9%) or associate (49.5%) professors, with 19.2% ranking as instructors and 8.4% as professors. Previous factor analysis of FSI items determined the dimensions Reward/Recognition, Time Constraints, Departmental Influence, and Student Interaction. In this study, faculty FSI scores implied low stress levels in Reward/Recognition and Departmental Influence, with moderate levels in Time Constraints and Student Interaction. Those in position for less than three years, non-whites, and non-tenured faculty reported significantly less stress in Student Interaction. Tenured faculty and associate professors were significantly more pressured by Time Constraints than non-tenured or other-ranked faculty. The JDI consisted of six sub-scales: Work on Job, Pay, Opportunities for Promotion, Supervision, People on Job, and Job in General. Respondents indicated high satisfaction in Work, Supervision, People, and Job in General but showed dissatisfaction with Pay. Negative feelings were measured in Opportunities for Promotion, with significantly less satisfaction for older, more experienced, tenured faculty, and associate professors. Non-tenured faculty members were significantly more satisfied in Work and Supervision than were tenured respondents. Correlation analysis showed significant inverse relationships among all FSI dimensions and JDI sub-scales. In hierarchical multiple regression analyses, FSI dimensions were significant predictors of satisfaction in all JDI sub-scales, whereas the socio-demographic variables were significant predictors only for Opportunities for Promotion. Recommended were longitudinal studies of stress and satisfaction among specific groups and/or colleges. Encouraged were stress management programs and improved systems of reward and recognition for faculty.

The purpose of this study was to compare academic success based on methods of course delivery for students in a computer applications course at an East Tennessee community college. Additionally, the researcher examined demographic relationships of age, gender, and race to student academic performance in the different delivery methods. The researcher used final course grades as a determinant of academic success. The study was focused on students who took the INFS 1010 Computer Applications course during the academic years, 2011-12, 2012-13, and 2013-14 at a southeast Tennessee community college. The population consisted of 1,177 students who took the INFS 1010 Computer Applications course over a 3-year period. The independent variable method of course delivery is generally defined as traditional, online, or blended. The dependent variable academic success is generally defined as final course grade. A student was considered an academically successful completer of the course by attaining a final course grade of A, B, C, or D. It should be noted that if a student is transferring to another institution, the receiving institution may or may not accept the course credit of a student who received a D grade in this course. However, at the studied institution students receiving final course grades of A, B, C, or D in INFS 1010 are considered successful course completers. The research questions in this study were addressed through data analysis with Chi-Square 2-way contingency table analysis testing procedures. When areas of significance were identified, follow-up pairwise comparisons were conducted to evaluate relationships between the proportions. The quantitative findings revealed no significant overall relationships in final course grades among the 3 delivery methods. However, some relationships were noted within delivery methods by demographic characteristics. The findings of the online delivery method indicated significant relationships among all 3 demographic categories (gender, age, and race) studied. Significant grade relationships were identified in the gender and race categories within the blended delivery method. However, within the traditionally delivered sections of this course the only demographic area with significant findings was the age category.

The purpose of this study was to determine the differences between selected state capital maintenance models and the model used in Tennessee. Research questions addressed the differences between the other selected models and the Tennessee model; the quantitative results of the models using data collected from the 14 Tennessee public two-year colleges, and the policy issue differences of the selected models. Research involved gathering information for each specific selected model including common factors used to calculate capital maintenance needs. Comparisons were made of the major components of each model. Actual data from the 14 Tennessee public two-year colleges was incorporated into each model. The quantitative results were then compared. Research also revealed policy issue differences between the selected models. These differences were examined. Results of this study included suggestions for enhancements to the Tennessee model which would provide more equitable funding of capital maintenance needs for each institution. Other suggestions and conclusions included the development of specific training and guidelines for the proper completion of model calculations. It was also suggested that an awareness campaign be initiated to strengthen the funding authority's commitment to the capital maintenance problem.

This research focused on the motivational orientations of students attending community colleges in western North Carolina. The purpose of the study was to develop a profile of students with disabilities in degree, diploma, or certificate programs, to determine their motivations for enrolling, and compare the results to students without disabilities at the same colleges. Five community colleges were randomly selected from the colleges in the western counties of North Carolina. A stratified random sample of students, both with and without disabilities, was selected. Each student was mailed a copy of the Educational Participation Scale (EPS) modified to collect demographic data. A follow-up reminder was mailed at two-week and four-week intervals. Four hundred sixty-eight questionnaires were distributed. One hundred ninety-eight responses were received for an overall return rate of 42.3%. The results indicated that, among the group of students with disabilities, there was a higher proportion who were female. These students were older, yet less likely to have children in the home and work full-time, as compared to their nondisabled peers. Students with disabilities scored higher on four of the EPS factors; Social Contact, Educational Preparation, Social Stimulation, and Cognitive Interest. These students appear motivated to participate by the opportunity to meet new people and find social stimulation. They also were more likely than their non-disabled counterparts to seek a remedy for past educational deficiencies and satisfy their intellectual curiosities. These results suggest that the main reasons why students with disabilities enroll in community colleges are social and academic concerns. Community colleges need to be sensitive to the unique needs of students with disabilities and design programs and services that emphasize the continuing development of these students.

Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S. Department of Education, 2012). National and state education efforts such as President Obama’s American Graduation Initiative, Tennessee’s Drive to 55, and Tennessee Promise encourage Americans to expand their educational pursuits in order to increase the number of individuals completing a post secondary degree. As states adopt funding formula measures tied directly to student success and retention, higher education institutions increasingly must rely on the effectiveness of academic and student service programs. Although the employment of adjunct faculty as a cost-saving measure has been on the rise for many years (Kezar & Maxey, 2013), research regarding the possible impact on student learning has been slow to develop and studies in this area have produced contradictory results. The purpose of this quantitative comparative study was to examine whether there is a significant difference in the fall to fall retention rate and proportion of assigned grades for first- time freshmen attending Motlow State Community College (MSCC) in regard to instructor status (full-time or adjunct). Existing data were used to conduct the study gathered from instructor and student information maintained by the colleges Banner information system using stratified random sampling. A non proportional sampling technique was chosen because of the potential small sample size and ease of subgroup comparison. Data were analyzed using chi-square tests of independence at the .05 level of significance. Results indicated no significant difference in the fall-to-fall retention rate and proportion of assigned grades for first-time, full-time students; first-time students; first-time students with a high school grade point average (GPA) of 3.0 or higher; first-time students with a high school grade point average (GPA) of 2.9 or lower; and traditional and non traditional age students. Significant differences were found in the fall-to-fall retention rate for first-time, part-time students. First-time, part-time students taught by adjunct faculty are retained at a significantly lower rate than first-time, part-time students taught by full-time faculty. As states adopt funding formula measures tied directly to student success and retention at the same time colleges and universities brace for enrollment increases, the use of adjunct faculty continues to rise. Acknowledging the need for highly skilled instructors, higher education institutions must consider the potential impact adjunct faculty instruction has on student success given the potential implications on institutional funding at state and national levels.

abstract: The transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be even greater for students with vulnerable backgrounds. This phenomenological action research study followed the five-month community college to the university transition experience of five students in a scholarship program. The students participated in a three-part intervention in support of their transition experience. Three theoretical perspectives framed the study: community cultural wealth, transition theory, and transfer student capital. This framework enabled me to first identify the strengths the students possessed, despite their vulnerable backgrounds, through participation in individual interviews. The students then participated in pre- and post-focus groups and completed pre- and post-questionnaires. Through these, they identified which transition coping skills were their strongest and which transfer capital they possessed from their community college experience. They also shared how they applied those prior learned skills and capital at the university. This study revealed how these students utilized their strengths at moments when they lacked certain coping skills and transfer capital during their transition experience. One particular strength was how the students accessed the resources of the scholarship program at the center of this study to help them with their sense of the ability to succeed at the university. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Public speaking has been found to be one of the greatest fears people face in their lifetime. Students, in particular, may feel extremely nervous about public speaking or the anticipated event of speaking to an audience. The purpose of this research study is twofold: (1) investigate the contemplative practice of mindfulness meditation, and (2) to understand the experiences of students who practice mindfulness meditation while enrolled (or previously enrolled) in a Public Speaking course at a community college. Data was collected using a Transcendental Phenomenology methodological approach. Moreover, methods used included open-ended, semi-structured interviews as well as descriptive field notes. Qualitative data was transcribed, coded and categorized into salient thematic findings. The findings of this study detail students’ perceptions about the use of mindfulness meditation. This study informs Public Speaking practitioners about how to proactively manage anxiety and uncertainty by employing contemplative practices to increase successful communication outcomes.

Students who enter community colleges in need of developmental education are often at high risk of failure due to identities or perceptions of self, that do not conform to college expectations that can be problematized by age, gender, and ethnicity. Additionally, students' efficacy for using technology may affect completion rates which was examined at Midwest Community College (MCC) through observing a program shifting from teacher-directed course designs with greater teacher-student interaction to technology-directed course designs with greater technology-student interactions. The theoretical foundation of this study was Tinto's theory of student retention based on the belief that student success is facilitated by internalizing a student identity. The research questions were focused on a comparison of student course completion rates between teacher-directed mathematics courses (teacher DMC) and technology-directed mathematics courses (technology DMC). Using logistic regression in a quantitative quasi-experimental design, course completion rates were regressed on course design type, age, gender, and ethnicity for 2,900 students at MCC after a shift from teacher DMC to technology DMC. Key findings showed that technology DMC had a statistically significant effect on completion rates at the .01 significance level. When combined with technology, age had a statistically significant effect on completion rates (.001), but not ethnicity or gender. The results suggest that technology DMC have the potential to improve student retention in developmental education programs and elicit positive social change. This change may positively impact college graduation rates, as it provides support for developmental education programs that can help students complete college.

This study presented an in-depth exploration of international student perceptions of a coordinated studies program (CSP) at Seattle Central Community College. In conducting this research project, a phenomenological research methodology was used. Qualitative data were collected through participant observations, focus group, document review and individual in-depth interviews with nine students. The data were analyzed systematically and categorized into the following four themes: (1) program integration. (2) program content, (3) program structure, and (4) program faculty. Data within each theme were then grouped under subcategories and themes were presented with examples of student's statements to illustrate each theme. International students found that the coordinated studies program provided a unique and positive educational experience. Of great importance, students found that the experience was beneficial in addressing both social and academic areas in their lives. For most of the international students in the study, the sense of supportiveness and relationship development opportunities were the most important features of the experience. International students were able to build relationships with both American students and other international students through prolonged cross-cultural interaction in and out of class. The international students valued the cross cultural learning and the introduction to American culture the CSP context provided. The interdisciplinary nature of the CSP was, in general, viewed positively, though, for many students it was a big stretch since these types of learning strategies may not have been experienced in the past. Of the various activities in the CSP, international students regarded the small group work as the most rewarding of the in-class activities, and also enjoyed the out-of-class group projects and social activities. / Graduation date: 2001

The appointment of interim community college presidents, the topic of this study, is a little understood phenomenon. A growing shortage of community college presidents coupled with a lack of replacements suggests the appointment of interims will continue well into the future. This study, with a purpose of looking at the factors related to the appointment of interim community college presidents, was needed to inform the practice of those considering hiring or being an interim president. Data for the study were collected from online announcements of presidential appointments. Potential relationships between the type of presidential appointment (interim or permanent) and several factors were examined: (a) institutional characteristics (state, geographic region, size, locale), (b) the reason for the transition, (c) personal characteristics of the appointee (gender, origin, prior presidential experience, prior presidential interim experience, prior type of institution, previous position held, and retirement status), and (d) the time of year of the transition. Additional research questions looked at the relationship between the titles interim and acting and the length of the appointment; and compared interim presidents who were subsequently appointed to the permanent presidency to those who were not. Statistically significant associations were found between: the reason for the transition and the type of appointment; the origin of the appointee and the type of appointment; prior interim president experience and the type of appointment; retirement status and the type of appointment; time of year and the type of appointment; and the titles interim or acting and the length of appointment. The study also found interims who were appointed to the subsequent permanent position were unlikely to have previous presidential experience, and it was infrequent for insiders other than the interim to obtain the subsequent permanent position. This study implied college boards of trustees should create succession plans and have hiring policies in place that address issues related to the appointment of interims. Individuals seeking a permanent presidency should be aware that accepting an interim position could be an advantageous career step, but should also carefully assess the specific situation before accepting an interim position. / Graduation date: 2013