This study examines how community was created in a community college FYE 105 Achieving Academic Success course and the impact of classroom community on students’ perceptions of transition and persistence. Community colleges increasingly are focusing on student success as measured by persistence and goal completion such as transfer or attainment of credentials. The classroom learning environment is critical to student success but is a neglected area in retention research. Therefore, it is important to expand the research on initiatives that support students in their quest for success and educational goal completion. This research focused on one course section of FYE 105 taught at a community college; the students and the professor of the class are the participants for the study. New insight and understanding into classroom sense of community was gained through classroom participant-observations throughout the duration of a semester (16 weeks), faculty and student interviews, and review of materials related to the course. The data generated from the study were analyzed using thematic analysis. In order to explore how community is constructed and the role it plays for students, McMillan and Chavis’s sense of community theory and the academic communities component of Braxton, Hirschy, and McClendon’s conceptual model of student departure in commuter colleges and universities were used as the theoretical and conceptual frameworks for the study. Study results reveal that the professor concentrated efforts during the first class sessions on communicating the classroom rules, engaging in active learning, establishing emotional safety and belonging, and facilitating student interdependence, which were critical elements in establishing a sense of community in the classroom. Additionally, the findings show that students perceive the professor, classmates, classroom environment, active learning, and course content as components that contribute to a sense of community that impact their transition. Students were less clear of the role that sense of community played in their college persistence. Findings suggest that faculty would benefit from professional development to enhance their pedagogical skills. Suggestions for future research include a focus on students’ external and campus support systems,electronic technology, classroom diversity, and longitudinal and departure data collection.

No description available.

Traditional measures of student success like retention and graduation rates are dismally low among community colleges. One of the most commonly used strategies to increase these bleak success rates is through the incorporation of first-year experience (FYE) courses. However, data indicate that their impact on such measures of student success are mixed and what’s more, many of these studies are limited by their use of predominantly quantitative methodologies that aggregate outcomes across students, masking the features of the FYE that may be more and less effective in promoting academic success among diverse students. Application of identity theories can help to fill this gap in understanding by offering theoretical frameworks from which to study this diverse population and deepen our understanding of their experiences. However, studies of identity with community college students are even fewer in number and often focus only on one narrow aspect of identity, such as racial and ethnic identity or age. Thus, they fail to fully capture the dynamic, complex, multifaceted, and context-dependent construct of identity. In this dissertation, I explore the unique experiences, challenges, and needs of four community college students taking the same FYE course at a large metropolitan community college in the Northeast United States and offer information about the course's features that most promoted development adaptive college student role identities (CSRIs) among participants. In this study, I conceptualize students' experiences in the FYE course as based in their emerging identities as community college students and adopted two theoretical frameworks to guide this study. The PRESS model designates the professor as an agent for prompting identity exploration among her students by creating triggers the students designate as self-relevant, creating a sense of safety in the classroom, and scaffolding exploratory activities while the Dynamic Systems Model of Role Identity (DSMRI) explicates the content, structure, and formation processes of identity and how they relate to experiences and actions. Utilizing a case study approach, one section of an FYE course was selected, and from it, four participants, and the professor, were interviewed. Course artifacts, such as homework assignments, were also used for data analysis. The findings from the PRESS analysis showed that many aspects of the course organically promoted many of the model's four principles; however, some were observed more often than others and they were not as meaningful for all participants equally. The findings from the DSMRI analysis revealed some commonalities among the four components of the model across participants but more so, the data revealed variations and divergence in their CSRI exploration and formation in the FYE context. The study ends with implications for theory, practice, and future research. / Educational Psychology