<p> The purpose of this qualitative case study was to explore <i>how </i> and <i>why</i> adjunct instructors address incidences of student plagiarism at a small, private institution in North Carolina. The researcher sought to identify the factors used in determining to address plagiarism, informal sanctions used, and perceived barriers to addressing plagiarism. Rational choice theory was the foundation by which the study was designed, analyzed, and discussed. The study consisted of 56 adjunct instructors: 39 questionnaire participants, 13 semi-structured interview participants, and four focus group participants. Thematic data analysis was used to code narrative data and find common themes throughout the data. Frequency counts were also instrumental in showing similarities among participant responses. Twelve factors for deciding to pursue plagiarism were identified. Results illustrated that addressing plagiarism is highly subjective due to difficulty in determining intent. Participants depended on observable traits such as amount, as well as followed moral and ethical convictions. Results further illustrated that participants always addressed plagiarism and used a combination of six informal sanctions. However, sanctions varied for similar incidents and demonstrated the inconsistent nature of how plagiarism is addressed. The last research question identified seven perceived barriers, including a need for more specific guidelines. Moving forward, the study provided considerations for lessening subjective decisions and inconsistencies in the way adjunct instructors address plagiarism. </p><p>

<p>A college degree is vital to the economic and social well-being of the entire nation and its citizens. Yet, community colleges ? which serve half of all students in higher education ? have low graduation rates. Lack of academic preparation, competing personal and work demands, and economic stress make earning a degree difficult for many. As part of a national agenda, community college leaders are searching for new ways to help students succeed. Student success theories have historically provided practitioners with frameworks to understand how students navigate the educational environment. This dissertation analyzed a selection of student success theories and ritual theories to contribute to new ways of thinking about student success through ritual theory and practice. Using Critical Interpretive Synthesis, two common themes emerged: Emplacement and Passage. The concept of Emplacement reflects community college students? need for academic and social challenge while anchored in their communities of origin. The concept of Passage reflects students? need for structured guidance, including the formulation of goals and the celebration of milestones. The dissertation?s product includes a number of recommendations for practitioners in the creation of well-constructed and impactful rituals. Rituals are more likely to be successful if they involve some physical movement, build on existing traditions and calendars, utilize local geography and culture, and serve both practical as well as symbolic functions. Rituals that build community, such as festivals, are particularly important for community college students. Key words: community college, higher education, student success, persistence, retention, graduation, ritual theory, ritual studies, emplacement, passage.