The purpose of this study was to determine students' classroom social environment needs by identifying characteristics of actual and ideal classroom environments as perceived by students taking developmental math or English courses in Virginia community colleges, characteristics of the actual classroom environments as perceived by their instructors, and characteristics of actual and ideal classroom environments as perceived by subgroups of students. The subgroups were formed by gender, race, age, type of developmental course, size of college, and whether students were first generation college students. The Adult Classroom Environment Scale was administered to students and instructors in developmental studies classes in Virginia community colleges during the Fall, 1993, semester. The statistical procedures used to analyze the data were t-tests for independent means, t-tests for dependent (correlated) means, analyses of variance, and the Newman-Keuls Post Hoc Multiple Comparison Procedure. Findings indicated that students and instructors viewed Teacher Support and Organization and Clarity as the two most prevalent dimensions in the classroom environment. Students' preference for an ideal classroom environment indicated a desire for increased attention to Involvement, Affiliation, Personal Goal Attainment, and Student Influence, but not to Task Orientation. Special ideal classroom environment needs were identified for subgroups. Younger, Asian, and American Indian students expressed a need for emphasis on Personal Goal Attainment and Student Influence. Teacher Support was especially important to women and men; white, Asian, and Hispanic students; younger and older students; both math and English students; first-generation and non-first-generation students; and students in large and small colleges. Instructors' views of the dimensions in the actual classroom environment were higher than students, except for Personal Goal Attainment and Student Influence.

The purpose of this study was to investigate, through in-depth interviews, those factors which served to motivate early marriage women in the attainment of associate degrees and to identify characteristics of early marriage women who were successful in completing associate degrees. The details obtained from these interviews were interpreted and their meanings used to generate propositions and implications about the completion of associate degrees by this group of students. In-depth interviews were conducted with 28 early marriage women (informants) who either completed associate degrees or were within 12 semester hours of completing an associate degree. In addition, 15 in-depth interviews were conducted with spouses, parents, and close friends of informants (respondents). A marriage occurring at age 21 years or earlier was considered an early marriage. The young women who were interviewed in this study identified seven prevailing reasons for marrying early. There were three periods when the informants in this study acknowledged having formed conscientious attachments to the goal of attending college. These periods were in grade school, late high school, and immediate post-high school. The women in this study who married early chose to attend and complete associate degrees at community colleges. They identified six principal reasons for electing to continue their educations at public two-year colleges. The informants also identified nine areas of adversity that needed to be either overcome or managed. The academic success experienced by the informants in this study were attributed to a combination of factors in three principle areas. These three areas included personal characteristics, support provided by families, and support provided by non-family associations. There were found to be six levels of family support. These levels of support included providing financial assistance, performing household duties, helping with course work, providing encouragement and emotional support, caring for children, and celebrating success. To a large extent, strict adherence to traditional roles at home did not exist for these women and their husbands. Many husbands readily recognized the need to take a proactive stance regarding the completion of household duties and tasks. There also existed a community of close friends, outlying friends, and associations that provided various levels of support to these women.

The purpose of this study was to determine if a relationship existed between the attitudes of remedial and developmental directors and instructors and student ratings. A population of 230 full-time directors and instructors and 3,269 remedial students were surveyed in the Fall of 1990. The return rate was 95% for the directors and instructors with the student rate dependent upon instructors administering the instruments. Two instruments were developed--one to measure the attitudes of directors and instructors and one for student ratings of instructors. Seven null hypotheses were formulated; 5 were retained and 2 rejected, at the.05 level of significance. Factor analysis identified four student factors and six director and instructor factors. The Pearson r was used to test for relationships in hypotheses 1 through 4, with 24 possible correlations on each hypothesis. The t-test was used to test for differences in hypotheses 5 through 7. Even though findings revealed a low percentage of correlations, significant relationships were found on several factors. A relationship existed between student ratings and instructor willingness to provide extra assistance, and demonstrating a nurturing, caring concern for students. Students and instructors viewed a sense of 'belongingness' and being an integral part of the college environment as an important factor. Directors and instructors who held strong, egalitarian philosophies believed in open door policies. A difference did not exist between student ratings of faculty who taught remedial and developmental courses only and fully-integrated faculty. A significant difference was found in student ratings of instructors based on age. Differences were noted in the areas of instructor concern, course value, and classroom adaptations among students older than 24.

The purpose of this qualitative research study was to identify common transitional and first year experiences of newly appointed community college deans. A population of deans from the states of North Carolina, Virginia, and Texas was identified. Through the use of qualitative research techniques, personalized accounts were collected from a sample of eleven deans. Through a qualitative analysis of these personalized accounts, thirteen themes were developed. These themes identified common issues and backgrounds encountered and shared by the eleven deans. These themes reveal that: (1) prior community college administrative experience was a prerequisite to the deanship, (2) there were no commonalities in staff reporting patterns, (3) external candidates have the advantage in terms of job appointments, (4) the new dean's effectiveness is not restricted by his/her area of supervision, (5) minority participation at the administrative level is not increasing, (6) career preparation within a community college is the most helpful experience, (7) academic preparedness related to a community college component is helpful, (8) new deans were prepared to move up within one college component area, (9) new deans encounter increased responsibility, (10) career planning is integral to career progression, (11) new deans encounter personal challenges, (12) there is resistance to changes employed by new deans, (13) and that the new dean should expect some period of adjustment in the new position, but personal confidence outweighs frustrations which may be encountered. From the findings, the researcher reached several conclusions. First, it appears that new deans encounter very little transitional difficulty. Secondly, community college search processes seem to be effective. Thirdly, it is extraordinary for a dean's position to be filled by a non-community college administrator. Further, an initial deanship commonly takes place in the area where the incumbent is most experienced. Women are gaining ground in college administrative positions. Lastly, new deans enjoy the challenge of the deanship, and careful career planning is important.

The purpose of this study was to examine the behavior, attitudes, and knowledge regarding tobacco use of students enrolled in orientation courses in Tennessee community colleges. The six community colleges selected for the study were members of the Tennessee Board of Regents system that offered mandatory orientation courses. Data were collected by use of the College Tobacco Behavior, Attitude, and Knowledge Survey . A response rate of (72.5%) from 700 students was analyzed. Three research questions guided the study and 17 null hypotheses were formulated and tested at the.05 alpha level of significance. Data were analyzed by using t -tests, crosstabs, analysis of variance, Chi-square, and Pearson's r correlation coefficients. Results of the study revealed that, of those students who ever smoked regularly, differences in age and ethnicity were found and no differences were found between males and females. There was no difference between males and females and when they first started smoking cigarettes regularly; however, differences were found among students of varying ethnicities. There was no relationship between students' age and how many days they smoked; however, differences were found between males and females and ethnicities. There was no relationship regarding students' age and no difference between males and females and how many days they used smokeless tobacco. There were differences between smokers' and nonsmokers' attitudes pertaining to a smokefree campus, a designated smoking area indoors, and that a tobacco awareness program would be beneficial to college students. There was no relationship between knowledge score and age, and no difference between males and females, and smokers and nonsmokers regarding their knowledge score. However, differences in knowledge scores were found among students of different ethnicities.

The purpose of this study was twofold: (1) to explore the impact of employee morale, as manifested in institutional climate data, upon institutional effectiveness; and (2) to determine the extent to which information generated by climate survey data was used in developing and implementing change initiatives at each of the institutions studied. Three institutions were selected for this multiple site case study. Four sources of data from each institution were used to provide a "picture" of institutional climate. These sources of data were (a) the Personal Assessment of the College Environment (PACE) climate survey, (b) institutional self-study reports, (c) reaffirmation team reports, and (d) employee interviews. These four sources of data also provided opportunity for triangulation, a method to ensure internal validity. External validity was established by cross-case analysis and peer review. Indications of institutional climate were consistent across all four data sources. The institution in which climate was perceived as "excellent" was also recognized by the reaffirmation team of its accrediting agency as an "exemplary institution ... Few institutions have such tremendous energy at all levels as (this) College. It holds the promise of being an exemplary institution for the rest of this century and the next" (Reaffirmation Team Summary, 1996, p. 1). In contrast, the reaffirmation team of the institution in which the climate was "dreadful" indicated that "The College is in a difficult position to demonstrate through verifiable means, its attainment of purposes and objective both inside and outside the classroom" (Reaffirmation Team Report, 1995, p. 9). Results of the study indicated disparity in employee morale and thus in institutional climate. Employees of one institution consistently indicated that "the climate is excellent" (Professor, 1996). Employees of the second institution indicated that the "climate is better, but could be improved" (Support Staff, 1996), and employees of the third institution indicated that "people here work under dreadful conditions" (Professional Support Staff, 1996). Additionally, the results indicated that equally as important as conducting climate surveys was the use of the results in effecting change. Employees at all three institutions consistently stated that it was "seeing the results" (Associate Professor, 1996) that actually made the difference. At one institution evidence of change resulting from employee input indicated to them that "there is not a 'we-they' atmosphere here ... that they (employees) are important to the overall mission of the College" (Associate Professor, 1996). In contrast, employees of the second institution stated that "we do not revisit the issues ... ten years is a long time" (Instructor, 1996) and "people are questioning whether we are going backwards toward a more autocratic system" (Associate Dean, 1996). Employees at the third institution stated that "unfortunately the results just sit in a drawer ... if we had followed some of the priorities and actually did some planning and implemented it, I am sure there would have been some positive changes" (Professional Support Staff, 1996). It appeared that the difference in the three institutions studied was that employees of the institution in which the climate was perceived as "excellent" were respected for their intelligence, knowledge, and for their contributions to the success of the institution. Employees of the institution in which the climate was "dreadful" indicated a perception that they were not respected for their contributions to the institution and that there was a lack of trust among administrators and employees.

The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.

This study had two purposes. The first was to identify present articulation practices within Tennessee public colleges. The second was to select recommendations for ideal articulation practice that might lead to improved transfer/articulation among two- and four-year public colleges in Tennessee. A survey instrument was sent to persons identified as chief articulation officers within Tennessee public colleges. They were asked to evaluate identified articulation practices according to present practice and according to ideal practice. Results were used to determine which transfer and articulation practices were currently used in Tennessee public colleges, which transfer and articulation practices ideally should be used in Tennessee public colleges, and whether there were significant differences between present practices and ideal practices in articulation among Tennessee public colleges. Research has found that there may be differences in two- and four-year colleges in articulation practice; therefore, survey results were evaluated to determine if differences in perception existed between Tennessee community college chief articulation officers and university chief articulation officers with regard to the actual usage of identified articulation practices, as well as differences in perception concerning the ideal usage of articulation practices. Significant differences were identified, especially within the areas of leadership, faculty, interinstitutional relationships, record keeping, and evaluation. Results were used to develop recommendations that may facilitate smoother student matriculation between Tennessee public colleges.

In the 1990s, due in part to declining enrollment numbers and prolonged budget constraints, student retention became a primary focus in higher education. Aligned with the nationwide interest, this longitudinal, archival study focused on the correlates of student retention at Walters State Community College, located in Morristown, Tennessee. The population involved 17,497 students enrolled from the fall semester of 1992 through the fall semester of 1997. Four sets of variables were investigated--demographic variables, pre-matriculation variables, post-matriculation variables related to grades, and post-matriculation variables related to enrollment. The data were collected through the use of a computer program written to access the Tennessee Board of Regents' Student Information System database, and the data obtained were analyzed through the application of two univariate approaches--the chi-square and the t test for independent samples. The major findings of the study were: (1) Younger, White, females persisted at higher rates than did other students at Walters State; (2) students who: had higher high school GPAs, had higher admission test scores, attended public high schools, had pre-college residences that were located within the college's service area, and made applications for college less than two months prior to the first day of classes persisted at higher rates than did other students at Walters State; (3) students who: had higher college GPAs, were required to take one or two remedial and developmental courses, had not received any "F" grades, and had greater than zero reported absences persisted at higher rates than did other students at Walters State; and (4) students who: attended on a full-time basis, were enrolled in programs designed for transfer to four-year institutions, changed their major programs of study more than one time, and received financial assistance persisted at higher rates than did other students at Walters State. These findings should be communicated with all college personnel in an effort to increase their sensitivity to the "special" needs of these "at-risk" constituencies. Furthermore, the findings should be used in developing a retention plan that incorporates programs and services designed to address the needs of targeted audiences as identified in this study.

The purpose of this study was twofold. The first purpose was to determine the extent to which the 14 two-year institutions of the Tennessee Board of Regents system expended funds in functional categories equal to the amount of funds provided by the appropriations funding formula for the same functional categories. The second purpose was to determine the extent to which the 14 two-year institutions expended funds for direct instructional purposes for each academic program equal to the amount of funds provided by the appropriations funding formula for direct teaching purposes for each academic program. Using an archival research design, appropriations funding data and actual expenditure data were collected for the period 1990-91 through 1996-97 relative to the first purpose. Data for only the years 1995-96 and 1996-97 were used for the second purpose. For each of the two purposes studied, the data were adjusted to reflect comparable funding and expenditure data. The final evaluation involved a comparison of the percentage of funding expended by function and by college for the first purpose and the percentage of funding expended by academic program and by college for the second purpose. The evaluation of the percentage of funding expended by function revealed that most colleges and the system as a whole expended approximately 90% or more of the funding for the function for which funds were allocated by the appropriations formula. This level was determined to be positive, because some funding is typically set aside for transfers to plant funds for renewals and replacements. The evaluation of the percentage of funding expended for direct teaching purposes revealed that most colleges and the system as a whole expended approximately 60% or less of the funding for direct teaching purposes. This is permissible according to the policies of the TBR and THEC. The funding formula for direct teaching is based on enrollment and an average full-time faculty salary amount. However, most colleges use part-time faculty to teach a portion of its student-credit-hours; thus, excess funds accrue from this area and are available for use in other areas. Based on the findings of this study, two recommendations are offered. A review of the funding formula with regards to potentially needed modifications is recommended for the specific functions in which either substantially more or less than 100.0% of the funding was expended. Additionally, a formal analysis of the proportion of student-credit-hour enrollment taught by part-time faculty should be made to assist in determining if the funding formula calculation for direct teaching activities should include an element for the proportion of student-credit-hours taught by part-time faculty.