Treatise (Ed. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

This study focuses on solutions for the specific issues experienced by the distance learning program at the Lone Star College System (LSCS), a multi-college community college district located north of the Houston metro area. Utilizing practical action research methodology, the purpose of this study is to explore options for improving the LSCS distance learning program to better meet the needs of current and future distance learning students. This study combines a review of literature, local insights concerning the LSCS distance learning program, and discussions with other community college distance learning practitioners around the country for the purpose of developing an administrative proposal for the LSCS distance learning program. The study involves an exploration of the administrative and governance structure, a review of services provided to distance learning faculty and students, and an examination of quality standards for online courses and services. / text

The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year viii non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students’ engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the “front door” of the students’ college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20- year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses. / text