As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted both practitioners and policy makers to attempt to find solutions and tools, such as National Survey of Student Engagement, Community College Survey of Student Engagement, and Survey of Entering Student Engagement (SENSE), to aid in improving student success outcomes. This study addressed the validity and reliability of the SENSE instrument using a three-pronged approach via student data collected over 3 years of SENSE administrations at a large urban community college (n = 4,958). The instrument was first factor analyzed against the SENSE benchmarks for effective educational practice through generalized least squares and principal component exploratory factor analysis. Although the instrument did not deliver a chi-square factored fit for the six benchmark categories, consistent loadings were observed. Second, construct reliability was tested for each benchmark category, and the survey as a whole using Cronbach’s alpha. All categories did not yield sufficient coefficient scores for establishing construct reliability. However, the overall survey produced a Cronbach’s alpha of .85, clearly indicating construct reliability for all items combined. Third, correlations between SENSE perception scores and community college students’ grade point averages, fall to fall retention, semester credit hours, course completion for developmental and college gateway courses, and degree and certificate completion were calculated. Although no strong correlations were observed, the SENSE may be useful to community colleges seeking to increase completion rates.

Miami Dade College (MDC) is predominantly an associate degree granting institution also authorized to confer baccalaureates. As “democracy’s college”, MDC is the nation’s largest, most diverse community college. In 2011, a comprehensive redesign effort was launched to increase degree completion. This sequential mixed model design study queried teacher education student voices to explore their perceived impact of three high-impact practices (i.e., mandatory orientations, assigned advisors, and Individualized Educational Plans). A survey (n=218) was administered during an initial quantitative phase, confirming that a) students perceived the interventions as the institution intended and b) ethnicity influenced perception. Focus groups (n=27) were conducted during a subsequent qualitative phase, unveiling three overarching findings about how and why perceptions of operational, affective, and academic aspects of the interventions were useful, not useful, or could be enhanced to help them navigate/ “survive” college, make adequate progress, and anticipate graduating, transferring, or entering a career. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

This study offers recommendations for community college personnel in assisting first-generation Mexican American male college students access and properly utilize college agents and services to succeed and transfer to a four-year institution. Students must recognize that colleges have many programs and services designed to help them become successful, but they need to be open to the idea of asking for assistance and honest with themselves about the assistance they need.

Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence.

Thesis (Ed. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 101-107). Also available on the World Wide Web.

Graduation date: 2003

The major purposes of this study were (1) to construct a reliable and valid scale for measuring writing self-efficacy levels in adult basic education students, (2) to further test the scale's validity and reliability by administering it to a second selected group of adult basic education students, and (3) to demonstrate its utility by showing its use in correlational analyses. In the first of three phases, 156-item statements were initially developed. These statements were evaluated by a Delphi panel and reduced to a 77-item writing self-efficacy scale and administered to 490 adult basic education students from ten community colleges located in Oregon. A systematic procedure of statistical analyses was used that resulted in 25 item-statements meeting criteria for acceptance into the revised writing self-efficacy scale. The revised 25-item scale was administered to a second group of 239 ABE students from six other community colleges in Oregon. The same statistical procedures, as in phase one, resulted in a 25-item writing self-efficacy scale. Factor analyses resulting in a clustering of 21 out of 25 items on two factors argued for some evidence of unidimensionality, but further analyses were recommended. The scale's construct validity was demonstrated by showing a strong divergent correlation with the Daly-Miller Writing Apprehension Scale. Having established evidence of the scale's validity and reliability, the use of the writing self-efficacy scale in conducting correlational analyses was demonstrated. Nine variables were studied, with two variables showing strong relationships with writing self-efficacy, a negative one with writing apprehension and a positive one with writing improvement. It was concluded that the newly revised 25-item writing self-efficacy scale showed preliminary evidence of reliability and validity but it was recommended for further study with other selected groups of adult basic education students. The scale's unidimensionality was also suggested for further study, in order to analyze the underlying factors that make up the construct of writing self-efficacy in adult basic education students. Moreover, the development of this scale offered a first step in assessing the important construct of writing self-efficacy in adult basic education students and provided a useful tool in assessing such a construct. / Graduation date: 1995

The purpose of this qualitative study was to learn about the perceptions and experiences of students who graduated with the Associates of Arts/Oregon Transfer (AA/OT) degree. This study answered the following questions: 1) How did the AA/OT degree attainment assist in the overall achievement of goals? 2) How did AA/OT graduates view the transfer process? 3) What factors influenced the transfer process? 4) What was the overall perception of the AA/OT degree? A phenomenological approach was used. Qualitative data were collected through interviews with 18 students who graduated with the AA/OT degree at an urban community college in Oregon. Data analysis occurred through the creation of profiles of the participants and the emergence of themes. As a result of answering the research questions about the experiences of AA/OT graduates, five themes emerged. These included: Theme 1: The AA/OT degree made the transfer process easier and helped students overcome common barriers or obstacles to transfer. Theme 2: AA/OT graduates were frustrated with the academic environment at the community college. Theme 3: AA/OT graduates encountered stigmas associated with community college attendance. Theme 4: Advising and mentoring were crucial to goal attainment. Theme 5: Degree attainment influenced behavior change. This study concluded that articulated degrees can help make the transfer process smoother by freeing students from worrying about how or if their credits will transfer, thus allowing the student more time to concentrate on other aspects of the transfer process. The findings of this study suggest there are advantages to obtaining the Associate degree prior to transfer. / Graduation date: 2004

Employers often lament that many American workers are not qualified for present and future jobs due to changing skills requirements and deficiencies of schools. In 1991, the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report recommended educators use work sites to help students achieve foundation skills and workplace competencies. Through cooperative work experiences (CWE), many community college professional/technical programs place students in actual work situations as part of program requirements. These experiences enable students to apply classroom learning while engaged in productive work related to their specialties. The purpose of this study was to identify and describe social and learning strategies male community college students use to maximize learning from cooperative work experiences. Three conditions influence these strategies. 1. Every work experience situation is unique. Numerous environmental and personality variables affect the quality of the work experience. 2. Trainers are employees paid for the work they do. Productive work is their first priority; training is secondary. 3. Work site trainers are knowledgeable and highly skilled but may not be trained to teach. Based on in-depth interviews with male students and trainers/supervisors, this study found that (a) a candid and respectful relationship between student and trainer must exist before a trainer will share fully his expertise and knowledge with the student and students have primary responsibility for establishing and maintaining this relationship, (b) the effort a trainer is willing to expend on training reflects his perception of a student's eagerness to excel and willingness to work hard, and (c) students have primary responsibility for managing their own learning during work experiences. Students use four primary learning strategies to maximize their learning during a CWE: (a) applying cognitive apprenticeship processes, (b) solving problems, (c) recognizing and pursuing incidental learning opportunities, and (d) practicing technical skills. Although the subjects of this study represent only a segment of professional/ technical programs, the findings may be useful for preparing other program students for their work experiences. / Graduation date: 2001

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