The purpose of this study was to investigate the relationship, if any, between teaching styles of selected community college faculty and retention of African-American students with comparable learning styles. Other questions investigated were: (1) Was there a relationship between the match of students' learning styles to teaching styles and the student's expectation for success? (2) Did African-American students show a preference for a particular context of instruction? The study focused on teaching styles of full-time college faculty who teach core courses and learning styles of African American students enrolled in selected Massachusetts community colleges. Two companion instruments were used to gather data. They were: (1) The Canfield Instructional Styles Inventory (ISI) and (2) The Canfield Learning Styles Inventory (LSI). The ISI measured teaching style preferences; the LSI assisted in determining the student's preferred learning style. Faculty and student participants in this study were asked to complete a questionnaire prepared by the writer. The faculty questionnaire consisted of: (1) Biographical data and (2) questions concerning the faculty's learning and teaching styles. The student questionnaire consisted of: (1) Biographical data, and (2) questions concerning students' perception of classroom environment and students' classroom interaction with their instructors. Assumptions 1, 2, and 5 were not supported by the results the study. This study's findings supported Assumptions 3 and 4. According to the results, there seemed to be no correlation between learning and teaching styles matches and student classroom success. There was also no correlation between student expectation for success and matches of learning and teaching styles. A majority of faculty participants in this study indicated their belief that learning was primarily the student's responsibility. While a majority of the faculties' teaching style preferences clustered around a "mixed" or "pure" conceptual typology, a majority of the students' learning preferences clustered around the "mixed" or "pure" social typology. Student participants indicated minimal "in-class" and "out-of-class" interactions with their instructors. Faculty participants revealed a preference for utilizing reading as a primary method of information dissemination; students revealed a desire to obtain new information through visual, kenetic, and tactile approaches.

This study examined curriculum planning strategies at four Massachusetts community colleges: Massachusetts Bay Community College, Bunker Hill Community College, Roxbury Community College and Middlesex Community College. This examination was done through an interview process conducted throughout 1990. The interviewees were three knowledgeable officials at each of the four community colleges. The interviews were conducted in person and lasted approximately two hours each. It was the goal of the interview process to have interviewers respond to a number of questions related to the planning strategies used currently in the context of curriculum development, labor force preparation, and the emerging technological economy and questions related to planning strategies being contemplated for the future in the context of curriculum development, labor force preparation and the emerging technological economy. The data from these qualitative interviews were summarized, analyzed, and compared. Additionally, this study gathered data from five-year plans of each community college. Points stressed by those interviewed were compiled in the section on "Findings". From the "Findings," conclusions were drawn relative to the subject of this dissertation. It is interesting to note that while many might not fully have appreciated the reality, community colleges are now and will likely continue to be significantly involved in remediation as a component of their respective missions.

The purpose of this study was to collect baseline data on the level of support that college-related foundations have provided for two-year colleges and to identify the characteristics of those colleges and foundations which have attracted an above average level of support. Data were obtained through a questionnaire which was sent to 101 public two-year colleges located in Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont. Seventy-two (72) colleges completed useable questionnaires. Representatives of seven colleges in the high success group participated in the interview component of the study. Sixty-one colleges reported that they had established an affiliated charitable foundation. During the three-year period covered by this study (July 1987-June 1990), two-year college foundations in the Northeast raised a total of $27,304,376. Foundation assets totaled \$22,484,704 in June 1990. Twenty six (26) colleges which raised funds greater than the three-year mean of $349,046 were identified as having high success foundations. A chi square test was used to determine the relationship between fund raising success and selected variables. The study found that there is a relationship at the.01 significance level between fund raising success and size of the service area, and between fund raising success and the level of financial support for fund raising from all sources. There is no relationship at the.01 significance level between fund raising success and total enrollment, the age of the institution, the age of the foundation, nature of the institution, or the level of financial support provided by the college. Presidents of colleges in the high success group were more likely to personally solicit funds for the foundation. These colleges also provided more professional and clerical support for fund raising than did those in the low success group. Although colleges in both groups used similar strategies to raise funds, those in the high success reported using a greater number of strategies. Colleges in both groups identified corporations and businesses, individuals not associated with the college, and foundation board members as individuals as the donor groups which provided the most support.

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<p> The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems&mdash;accountability, accreditation, and assessment, and six of Deming&rsquo;s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).</p><p> The study suggests that as a result of accountability from multiple entities, quality in higher education and how the definition of quality includes student learning assessment, continues to be important to the Commission. The QEP process was developed to assist institutions with educational quality and improving effectiveness. Based on the study findings, the QEP process can have a positive influence on student learning of critical thinking and result in constructive and effective changes for an institution. The study also reveals the current QEP process could benefit from incorporating the strategy of identifying both internal and external direct measures of student learning within the QEP assessment plan and the Commission including a <i>use assessment results</i> section as a requirement for the QEP Impact Report.</p><p> The study confirms the importance of accountability, accreditation, and assessment, but the six TQM principles are not as significant as anticipated. Instead of all six principles surfacing as themes at the two public community colleges, teamwork was the only common theme. However, there was evidence of all six TQM principles at each college. Recommendations for the Commission, institutions of higher education, and recommendations for future research are presented.</p>

<p> This study investigates the effect of participation in high school-community college partnership activities on teachers&rsquo; reflective practice. It examines the responses of teachers from one suburban high school, one urban high school and one urban charter school located in the Upper Midwest of the United States, gathered via semi-structured interviews. The partnership activities took place during the 2012-13 and 2013-14 school years. </p><p> The experiences of the teacher participants can be located in the phases of the reflective practice cycle, which consists of: having a catalyzing experience, seeking additional information, reframing and challenging assumptions, and testing through action. By engaging in collaborative activities, teachers accessed feedback on the needs of students and insights regarding different pedagogical approaches. This information fed the cycle of the reflective practice by causing teachers to have catalyzing experiences, motivating them to seek additional information, helping teachers to reframe and challenge their assumptions, and providing them with opportunities to test new ideas. </p><p> Besides supporting the cycle of reflective practice, the results of this study also connect to several tenets of teacher professional development in the literature. On one hand, this study&rsquo;s findings align with much of the literature regarding collegial collaboration, teacher motivation, and the execution of professional development over time. On the other hand, these results raise questions about forms of feedback that influence teacher reflection and whether experience is always a necessary precursor to teacher learning. </p>

<p> Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.</p>

<p> For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). </p><p> The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students&rsquo; needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.</p>

<p> The purpose of this study was to analyze the general education faculty members&rsquo; perspectives on the internationalization of the general education curriculum in Mississippi community colleges. The participants in this study included all full-time instructors of general education courses at 2 of the 15 public community colleges in the state of Mississippi. The study used a survey <i>Analysis of Faculty Perception: Factors Affecting the Internationalization of General Education Curriculum in Mississippi Community Colleges</i> to examine factors that included a) importance of internationalization, b) institutional success with internationalization efforts and c) importance and existence of administrative support for internationalization. No studies were found that analyze nor investigate the importance of internationalizing the general education curriculum in Mississippi community colleges. Quantitative data were collected using Survey Monkey online instrument that was sent to full-time general education faculty members teaching at the 2 community colleges in the State of Mississippi. The data were analyzed using Kruskal-Wallis Analysis of variance (ANOVA) and Mann-Whitney U Test tables and descriptive statistics were reported. </p><p> Results showed that a large number of the educators recognized the need for a partner institution in another country. Many of them also recommended that there should be a designated administrative office to coordinate and support international education initiatives, and they also saw the need for their college to have a plan designed to increase international/global understanding among students and to have general education courses with an international/global focus available to all students. Some differences in perceptions were observed in the teachers&rsquo; perceptions of internationalization based on years worked in higher education, country of birth, gender, international experience, and level of education. The educators believed that internationalization activities on their campus was a positive movement towards expanding their offerings to students by helping to develop an educational environment where they can become more globally competitive and more professionally effective. Many of the educators in this study support the expansion of programs that support study abroad or student exchange programs.</p>