Community colleges offer a changing series of evolving academic programs and services. The question is: Can these offerings be evaluated in a way that increases their effectiveness? This dissertation suggests an evaluation approach intended to enhance opportunities for student learning on community college campuses. To respond to this question it is necessary to understand the factors in the community college environment that affect program evaluation, the reasons why educational evaluation has had a limited impact on improving educational programs and alternate evaluation approaches. Therefore, this dissertation includes a review of the literature on community college mission statements, the diverse ways in which they have been interpreted and operationalized and the resultant, institutionally unique student populations and organizational goals. A literature review which focuses on understanding the progress and limitations of each era of educational evaluation is also included. Alternate evaluation approaches, such as Egon Guba and Yvonna Lincoln's Fourth Generation Evaluation, Michael Quinn Patton's Utilization-Focused Evaluation and the work of Vincent Tinto, are also explored. An evaluation approach for community colleges was then designed. This approach is grounded in the assumptions of Guba and Lincoln's Fourth Generation Evaluation and draws upon the work of Patton, Tinto and others. The central component of this dissertation is the implementation of this evaluation approach at Middlesex Community College and an assessment of its usefulness. The successful implementation of this view of evaluation demonstrated that it has the potential to contribute to the development of locally effective programs and services. The major strengths of the design include its flexibility, focus on open communication, recognition of multiple sets of valid educational values and goals, and its emphasis on understanding the educational process for a specific group of students. Most significantly, the implementation experience revealed that the power of this evaluation approach as a tool to improve educational programs and services lies in its emphasis on the interactive, fluid process of conducting a fourth generation evaluation.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1973. / Source: Masters Abstracts International, Volume: 45-06, page: 2756.

Much is known about the effects of college on students. Most of this research focuses on four-year residential college students. In contrast, there is surprisingly little research on community college students, although community colleges enroll almost half of all undergraduates. Even less research has been devoted to the experience of first-generation students (firsts), who are an increasing presence in U.S. higher education, comprising 61% of all community college students. As the first in their family to attend college, first-generation students are, in effect, entering uncharted territory. Family support is critical to their access to and persistence in higher education. However, firsts consistently report a lack of such support. Research on these students has typically focused on more quantifiable characteristics, such as demographic differences. This qualitative study addresses the need for an expanded understanding of the influence of parents and family on first-generation students. Six student-parent pairs participated in a series of individual interviews conducted over the course of the students' first year at a large, urban community college. Interviews explored the positive and negative influences of parents and the family habitus on students' college experience. Findings yielded a model for conceptualizing parental influence on students, focusing on particular constructs that pervade the entire life trajectory, from childhood to college attendance, which differs significantly from the commonly accepted stage theories, which have largely guided policy and practice to date. The constructs of knowledge, encouragement, and action, and associated sub-constructs are discussed within the context of an interdisciplinary theoretical framework, informed by work from the fields of psychology, sociology, and education. Implications for policy and practice are discussed, and areas for future research are identified.

Few studies exist dealing with the career development of women to senior academic officers positions in higher education. As more women pursue these senior level administrative careers, there arises a need to better understand how they develop them. What is this phenomenon of career development? How do women develop careers in hierarchical organizations? How do traditional gender-roles influence career choice? The review of the literature comprises three sections: an exploration of the literature on the organizational structure of higher education and the career paths taken to senior academic administrative positions; an examination of the career development literature; and a review of the literature on the influence of role models and mentors on occupational choice. The methodology for this study was Naturalistic Inquiry. In Naturalistic Inquiry, a priori theory is used as guiding theory to help the researcher generate questions and search for patterns. To gain an understanding of the career development of the women chosen for this study, research questions focused on above questions. Six women participated in in-depth interviews. The analyses and synthesis of the data into assertions is presented in case studies. Many common themes as well as differences emerged from the data. These women labored to gain a depth of knowledge and breadth of experience in higher education administration. Much of their inclination to hard work was grounded in their desire to serve; they are committed to community college education. The dominant culture which places women in the private domain and men in the public domain significantly influenced the career lives of some of these women. Mentors were key to helping these achievers gain self-confidence and choose a path up the academic administrative career ladder. Finding the right fit, and positioning oneself were instrumental to developing a career in a hierarchical institution. Finally, obtaining the doctorate, while simultaneously growing intellectually and professionally, was also key to success. This study increases our knowledge on women's career development in the community colleges. Not every woman who pursues a career as a senior academic officer will act as these women. However, what we have learned can be applied to similar contexts.

Thesis (Ed. D.)--University of Texas at Austin, 2005. / Supervisor: John E. Roueche. Vita. Includes bibliographical references.