Low graduation rates are a significant issue for colleges. The majority of higher education institutions in the United States offer learning communities (LCs), which have been found to be effective for improving course success and persisting to the next semester. However, there is a gap in the literature regarding the effectiveness of LCs with different types of populations and different types of LCs. The purpose of this meta-analysis was to identify the most effective types of LCs. Research questions addressed the effects of different types of LCs on different student success outcomes for community colleges. The study was based on Tinto's interactionist model of student departure and Astin's model of student involvement. Studies examining the relationship between student success and participation in college LCs provided the data for the meta-analysis. A random effects model was used to generate the average effect size for 39 studies and 50 individual effect sizes. The results showed that LCs are most effective with community college students when they include additional support strategies, counseling is available to students, one of the linked courses is an academic skills course, at least one of the linked course is developmental, and the focus is on increasing course success or student engagement. The implications for positive social change suggest that LC programs implement two linked courses, include an academic skills course, focus on developmental courses, and provide access to a counselor and additional student support strategies. In addition, LC programs are most effective when the goals of the program are student engagement and course success.

Community colleges are the largest segment of higher education institutions in the United States providing access to historically underserved populations and growing numbers of first generation college students. Increasing college degree attainment is a national priority with new expectations of accountability. Despite decades of educational research, community colleges have startling low completion rates. Within the framework of Tinto's theory of retention, a predictive analytics model could provide community colleges the opportunity to drive custom intervention and support services to students. The purpose of this study was to explore the utility of Biglan's taxonomy for categorizing courses for potential use in a data analytics model to identify students at risk of failure to complete. The quantitative census study used archival data from 1,759 students. Log-linear analysis was used to test the key research question as to whether there is a predictive relationship between type of course failed, as cross-categorized by the dimensions in Biglan's taxonomy, in the first term and failure to complete a degree or certificate within 6 years. The analysis showed that a more parsimonious model, based on the interaction term for the life/nonlife and pure/applied Biglan categories, appeared related to completion, although no standardized residual was significant. A larger and more diverse sample may be necessary to determine the true effectiveness of Biglan's taxonomy as a classification schema in a predictive analytics model of degree completion. Based on these results, first term course failure appears to be a logical point for programmatic support that could lead to higher levels of associate degree completion opening doors of employment opportunity through education, thus supporting social change.

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress (p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

Current enrollment in Career and Technical Education (CTE) programs in the United States and in the state of Kansas is lagging behind the future demand for skilled workers. With millions of skilled labor positions unfilled and the pending retirement of the baby boomer generation, the United States is at a critical juncture to compete in the global marketplace. High school career counselors are the primary resource for CTE program recruitment. The purpose of this study was to examine whether high school career counselors' educational backgrounds, knowledge levels of CTE initiatives and programs in Kansas, and available counseling time were associated with their perceptions of CTE. The study was based on the constructivist learning theory that suggests individuals tend to learn from their past experiences and utilize those experiences to create meaning for the future. A cross-sectional survey design was used for this study to collect data on the knowledge levels, education, counseling time, and perceptions of CTE initiatives and programs held by high school career counselors (N = 485) in the state of Kansas. Chi square analyses of the associations among variables revealed that knowledge levels and counseling time were related to counselors' perceptions of CTE. However, no significant association was found between counselor educational background and perceptions of CTE. This study is significant to educational institutions and the economy in Kansas because the findings may be used to target CTE recruitment training for high school counselors. This training may improve recruiting strategies for CTE students and address Kansas' future needs for a skilled workforce.

Researchers have found low online course completion rates to be a complex problem in higher education. Meanwhile, theory on adult learners' online persistence highlights the importance of a sense of school community. At the small, rural focus community college (FCC) for this study, general education online course completion rates are lower than the national average. FCC has not addressed the low online course completion rates. Using Rovais' composite persistence model as the conceptual framework, this instrumental case study examined how students' experiences and perceptions of a sense of school community contribute to their ability to complete online general education courses. Semistructured interview data were gathered with a purposeful, criterion-based, sample of 9 adult online students taking online general education courses. The inductive data analysis utilized case and cross-case analysis, marking, cutting, and sorting of text until 4 themes emerged: interaction, sense of belonging, support, and educational values. The results led to a white paper recommending an orientation and community space, asynchronous video technology, and an online curriculum instructional designer. This study contributes to positive social change by providing FCC with program and policy change recommendations that support the colleges' goals of increasing access and success. Increased educational access and success for the local adult population creates informed citizens, contributes to economic growth, and provides a higher quality of life for the community.

This qualitative study was designed to understand the experiences of General Educational Development (GED) graduates enrolling into a community college. Research had not been conducted to explore the experiences of GED graduates completing the 2014 version of the exam and transitioning to college. Guided by Schlossberg's college transition theory and Bandura's theory of self-efficacy, this phenomenological study included 11 participants who described their experiences through written narratives and interviews. Participants described their experiences of being an adult education student while preparing for the exam, the steps within the GED test preparation they considered important to matriculation toward college enrollment, and their points of view of the enrollment experience into a community college. Data analysis included analytic induction and participatory analyses for discovering patterns and clarification of statements made by the participants. Narratives, interviews, and field notes were transcribed, member checked, and reviewed for interaction, continuity, and situation prior to coding. The realization of motivation, determination, and self-efficacy, established around supporting relationships assembled during the transition to college, were common experiences among these participants. A deeper understanding of these factors for adults matriculating through GED and into college hopefully instills awareness and sparks discussion for improvements in educational support services.

In 2008, the excitement to teach the class, Introduction to College to new students who are beginning college, was greatly accepted with much reservation. Numerous memories reflected back to that special period when the writer was faced with those daunting decisions of where to attend college. Those memories of excitement and fear of being away from home the very first time, starting college life, meeting new friends, and what career path to choose, were difficult decisions during that transitional time. Orientation class back then consisted mainly of a half day spent touring the college campus and listening to various speakers; if you could stay awake. The scope of this study will be to assess the effectiveness of Introduction to College (GE-100), on student GPAs and “persistence-to-graduation” rates as measures of success. In the course, the student will learn about the variety of support services available at the college, the behaviors necessary to be successful in college, and issues that relate to choice of major and/or careers. This study used a quantitative approach utilizing an ex-post facto longitudinal design that measures student grade point averages (GPA) and persistence-to-graduation rates for the five- year period from the Fall Semester of 2003 through the Spring Semester of 2008. Overall, at the conclusion, the results indicated that GE-100 students had significantly higher GPAs and significantly greater persistence- to-graduation rates over a five year period when compared with student who did not take or complete (GE- 100).

This qualitative study was designed to understand the experiences of General Educational Development (GED) graduates enrolling into a community college. Research had not been conducted to explore the experiences of GED graduates completing the 2014 version of the exam and transitioning to college. Guided by Schlossberg's college transition theory and Bandura's theory of self-efficacy, this phenomenological study included 11 participants who described their experiences through written narratives and interviews. Participants described their experiences of being an adult education student while preparing for the exam, the steps within the GED test preparation they considered important to matriculation toward college enrollment, and their points of view of the enrollment experience into a community college. Data analysis included analytic induction and participatory analyses for discovering patterns and clarification of statements made by the participants. Narratives, interviews, and field notes were transcribed, member checked, and reviewed for interaction, continuity, and situation prior to coding. The realization of motivation, determination, and self-efficacy, established around supporting relationships assembled during the transition to college, were common experiences among these participants. A deeper understanding of these factors for adults matriculating through GED and into college hopefully instills awareness and sparks discussion for improvements in educational support services.

Budget cuts at a California community college prompted stakeholders to consider dropping the college's general education information literacy (IL) requirement. Broad institutional outcomes data showed learning gains, but no targeted assessment existed regarding the IL requirement's impact on those gains. This quantitative study used Astin and Antonio's Inputs-Environment-Outcomes (I-E-O) assessment model to address relationships among student characteristics of demographic and prior preparation (Inputs), the IL requirement (Environment), and student reports of information critical analysis behavior and confidence (Outcomes). Study participants were 525 students aged 18 years and older who had completed the IL course with a grade of 2.0 or better and volunteered to complete an anonymous survey. The majority of participants reported the IL requirement had a positive impact upon subsequent coursework, with 87% stating that taking it in the first or second term would be most helpful. Less preparedness for information critical analysis prior to the IL course was significantly correlated (r = -.35, r = -.38, p < .001) with higher reported frequency of 2 measures of information evaluation changes following completion of the course. The 3 hierarchical multiple regression analyses revealed that the predictors of student demographic characteristics, prior student preparation, and IL course format contributed significantly to reported information critical analysis and confidence. The study's outcome was a white paper with recommendations to support completion of the IL course requirement early, continue the IL requirement, and repeat the study's survey in the future. Effective IL education promotes information evaluation behaviors essential to informed members of society.

The study explored the faculty adoption and use of a Blackboard at a community college in the Kentucky Community and Technical College System. A cross-sectional survey design was constructed through the lens of Rogers’s Perceived Attributes of Innovations and Chickering and Ehrman’s Implementing Seven Principles: Technology as a Lever to investigate perceptions and opinions on faculty members’ use of Blackboard in their courses. The survey was piloted, modified and deployed to a population of 932 central Kentucky community college faculty who were recruited to participate in the online survey. Descriptive demographic items (gender, age, highest degree attained, years of teaching experience, employment status, and category of instruction) were cross-tabulated with users and nonusers of Blackboard. An additional cross-tabulation was performed on faculty who did and did not teach online. A Rasch analysis with Differential Item Functioning (DIF) was used to evaluate responses to the perceived attributes and opinions about the use of Blackboard. The Rasch model was employed since the model assumes that each person is characterized by ability, that each item of the survey is characterized by difficulty and that the results of differences in the probabilities of items and responses follow along a line. Misfit of items and faculty did occur and quality control measures were applied to the collected data. A Z-Residual table for the dichotomous items was applied to remove responses that were extreme or greater than 2 ZSTD. An Outfit plot for polytomous items was utilized to remove faculty responses above 3 ZSTD. Some items were determined to be redundant according to the Wright maps and Infit/Outfit tables. The results indicated 2 or 3 levels of discrimination in person reliability and an item separation that allowed an analysis of groups. Rogers’s perceived characteristics that persuade people to adopt a new innovation were indicated as differences between users and nonusers of Blackboard. In contrast to a previous study, those faculty who responded to the survey with 0-1 years of teaching experience had the greatest ratio of nonusers to users. Those respondents who associated their teaching to categories of pre-college and language had more nonusers than users of Blackboard. An overall theme where nonusers agreed more than users was the lack of seeing Blackboard, observing how to use Blackboard and not being able to properly try Blackboard. But users should also be encouraged to expand their use of Blackboard. The majority of users employed: syllabus, announcements, full grade center, course copy, and test and survey pool, but less than half who responded as users employed: discussion board, course calendar, and performance dashboard which may lead to increased communication between the faculty and students. The information obtained from the survey should be utilized when developing professional development activities to encourage Blackboard adoption and use. By studying the adoption and utilization of Blackboard by faculty through the lens of Rogers, the study highlighted differences in the characteristics that persuade faculty to use Blackboard. Through consistent utilization of course management systems, such as Blackboard, the hope is that communication between students and faculty will be enhanced which will ultimately help students to grow, develop and learn.