The purpose of this study was to understand the experiences of single fathers attending a community college. Single fathers comprise one-fifth of all single parent families, yet little research has been done on this growing segment of the population. A phenomenological approach was utilized to examine the attributes, needs, and challenges facing single fathers who were community college students. Seven single fathers attending a community college in the Northwest participated in this study. The fathers had primary responsibility for raising their children, had been enrolled at least half-time, and were attending the college for a minimum of one year. Data were collected through individual in-depth interviews and a focus group. Seven main themes emerged from the data: 1) Ambivalence, 2) Stability, 3) Finding support, 4) Mattering, 5) Success Factors, 6) Barriers, and 7) How the college can assist single father students. Three factors were identified as a result of the study. (1) Attending community college improved family relationships. The flexibility of class scheduling allowed the fathers to spend more time with their children. (2) The experience of single fathers and single mothers attending community college are remarkably similar, with the exception of how each accessed support networks. Single fathers were much less likely to initially identify and utilize support networks. (3) How single fathers viewed their identity and their definition of masculinity changed. Prior to attending community college, their primary identity was related to their work. As students, their identity shifted to being recognized as good students and good fathers. / Graduation date: 2005

This study was conducted to investigate the student-to-student interactions that take place in an online community college course, and how the interactions impact an online learning community. The literature review revealed three related themes: (a) the impact of the teaching/learning environment on student interaction, (b) barriers in the online environment, and (c) peer collaboration in the online environment. The case was selected using four selection criteria: (a) the class was offered completely online (b) the instructor was experienced teaching online classes, (c) computer technology was not the primary content of the course, and (d) the level of interaction was sufficient to investigate student interaction. Data were collected from public transcripts including bulletin board forum postings, email, group papers, and interviews. Six of the 16 students enrolled in the class and the instructor were interviewed. In this case, the environment impacted the way students interacted, collaborated, and socialized with peers. It changed the way participants existed within the learning community and impacted how students interpreted meaning and perceived time. The study generated findings with implications for community college instructors and participants of online learning communities. The online environment may impact: (1) how conflict is handled, (2) the quality of discussion among peers, (3) student involvement with peers, (4) the formation of cohesive groups, (5) a student's ability to interpret the meaning of comments made by others, (6) a student's expectations of the time needed to complete tasks and respond to others, and (7) the ability to design a flexible structure that encourages students to explore outside their comfort zone. Additional research is warranted. It is recommended that future studies be conducted to investigate how conflict, time, and collaboration impact an online learning community. / Graduation date: 2002

The purpose of this study was to describe the transitions, support, and current activities of students who completed baccalaureate degrees after completing community college non-transfer degrees. The population was limited to students who earned an associate degree of Applied Science, Science, or General Studies from Oregon community colleges, and who completed a baccalaureate degree from Portland State University. A telephone questionnaire was used to collect descriptive data and anecdotal information. At the time of community college entry, only 15% of participants identified "transfer" as their reason for attendance, yet each participant in this study did go on to transfer and complete a baccalaureate degree. Half began their community college enrollment after age 22 and excluding previous post-secondary education experience took 6-10 years to complete their baccalaureate degree. At the time of this study, a surprising 33% were enrolled in graduate study. Examining the transitions in retrospect from baccalaureate degree completion, the participants relied upon faculty, family, and employment networks to complement their personal goal-strength. In addition, participants identified an initial reliance on student services for information, especially in maximizing credits used in transfer. However, more than half of the participants identified inconsistent information from services and therefore used their support network of faculty, family, and employment members to obtain information relating to academic success, transfer requirements, and degree completion. The study concluded that no educational program is necessarily terminal, that community colleges cannot configure programs that meet all learner needs, and that the availability and quality of information are catalysts for student goal-achievement. The principle implication of this research is that readily accessible and reliable information of the baccalaureate degree structure is essential to students in community college non-transfer associate degrees programs. / Graduation date: 1997

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This study was undertaken to: 1) determine the relationship between community college counselor role congruence and job satisfaction and 2) to consider factors that contribute to or depreciate counselor role congruence and job satisfaction. The subjects consisted of four groups that were compared in terms of their perceptions of community college counseling. One group called leaders consisted of Oregon community college presidents and deans of students. Another group called co- workers was made up of Oregon community college financial aid directors, registrars and/or admissions directors, student activities directors and career placement directors. A third group called trainers consisted of counselor trainers/ educators from Oregon and the Western United States. Oregon community college counselors comprised the fourth group. Questionnaires were sent to 277 individuals and 190 responded for a 69 percent return ratio. Eighty-five percent (85%) of the counselors, 65 percent of the co-workers, 61 percent of the leaders, and 61 percent of the trainers responded. Three instruments were used in this study. The Role Questionnaire was used to measure role congruence and was administered to all subjects. The Minnesota Satisfaction Questionnaire was used to measure job satisfaction and was administered to the counselor group. The Community College Counselor Questionnaire was developed to gather demographic and job duties information and was administered to all groups. Counselor role congruence and job satisfaction were positively correlated at +.54. A one way analysis of variance revealed that there were significant differences among groups. Trainers and co-workers perceived significantly greater counselor role incongruence than did counselors and leaders. Stepwise multiple regression analysis showed that experience in the counseling profession, positive perception of leadership decision making, a full-time faculty/staff development specialist on campus, a professional definition as an educator/counselor, and a peer counseling program were all associated with high counselor role congruence. Stepwise regression analysis also revealed that a light counselor teaching load, having at least a masters degree, and perception of few incompatible demands were all associated with high counselor job satisfaction. / Graduation date: 1990

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / At head of title: Internship and research project report. Bibliography: leaves 51-54.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [75]-85). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves [75]-85). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.