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.

The purpose of this study was to determine if freshman students based on their age, ethnicity, and gender who enter a community college with a GED credential will have a higher cumulative grade point average (GPA) after their first semester than traditional high school graduates. Findings from this study will aid individuals in developing a more accurate perception of the academic abilities of GED graduates. The academic performance of GED graduates was compared with traditional high school graduates after their first semester at a rural community college in the Fall 2007 semester. Intact data from the students f academic records were used for this study (n=680). Graduates were compared on gender, race, and age. Data were analyzed with the t-test and a multiple linear regression. There was not a statistically significant difference in the mean GPA between GED graduates and traditional high school graduates. It was also found that there was a statistically significant difference between the ethnic groups, as whites had higher mean GPAs than the nonwhite students. There was not a statistically significant difference between the mean GPAs among the male and female students. The age of the college students had no influence on GPAs.

The development of effective and well prepared leaders is vital to the continued success of community colleges and their students. The community college movement boomed in the 1960s and 1970s, and it is now faced with massive numbers of retirements across the nation. Throughout its history, the American Association of Community Colleges (AACC) has made leadership development a priority and a central portion of its mission. Leadership roles are changing in the 21st century in America?s community colleges; therefore, we must reflect on our past to assist in directing our future. According to Young and Ewing (1978), a vast majority of the current leaders in Mississippi grew into leadership positions as the community college movement was developing. A sense of urgency has developed across the country with the release of a research brief by AACC entitled The Community College Presidency 2001. As leaders retire from the community college system nationwide, the leadership gap is widening. In 2001, fortyive percent of incumbent community college presidents said they planned to retire by 2007; in 2002, seventy-nine percent of incumbent community college presidents said they planned to retire by 2012. The average age of community college president is fifty-six (AACC Survey, 2001; Weisman & Vaughan, 2002). Mississippi is no exception since nine of the current Mississippi community college presidents could choose retirement at anytime. The ever-changing economic environment and the demand for technology require a new and improved community college leadership style in Mississippi. Therefore, the focus of this study was to identify the critical requirements for the future leaders of community colleges in Mississippi and determine what are vital traits and/or characteristics for their continued success in providing educational opportunities for all. Specifically, the overall goal of this study was to compare the AACC Competencies of an Effective Community College Leader to the predictive ability of the current Rural Mississippi Community College Presidents and each institution?s local Board of Trustees. The results of this research suggest the AACC Competencies of an Effective Community College Leader correspond more directly with the priorities of the local boards of trustees than the responses of the current presidents. The purpose of the study was to answer: Question 1: What are the critical leadership traits and characteristics required of future executive leadership roles at the Mississippi rural community colleges? Question 2: Is there a significant difference between the American Association of Community Colleges Competencies for Community College Leaders and the local board of trustees? priorities for a future community college president? Question 3: Is there a significant difference between the American Association of Community College?s Competencies for Community College Leaders and the traits and characteristics identified by the current Mississippi community college presidents? Question 4: Is there a significant difference between the traits and characteristics identified by the Mississippi community college presidents and the local board of trustees? rated list of priorities?

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In this study, the researcher compared the success of community college graduates who entered college with a GED, a high school diploma, or an alternative diploma. The researcher used a quantitative analysis method with the existing data of students for three years within a single community college system to answer research questions to determine success of community college graduates who entered college with various high school diplomas or equivalences. The researcher asked four research questions to compare the success of the selected community college graduates: What is the grade point average (GPA) at the end of the first semester, number of credits earned, and graduation rate for community college graduates who entered college with a GED, a high school diploma, or an alternative diploma? Is the GPA at the end of the first semester for community college graduates who entered college with a GED, a high school diploma, or an alternative diploma statistically significantly different? Is the number of credits earned for community college graduates who entered with a GED, a high school diploma, or an alternative diploma statistically significantly different? Is the graduation rate for community college students who entered college with a GED, a high school diploma, or an alternative diploma statistically significantly different? The researcher’s purpose in this study was to compare the success of community college graduates who entered college with a GED, a high school diploma, or an alternative diploma. In Conclusion 1, the researcher determined that findings from this study show that GED graduates have the least success as community college students with a lower GPA and credit hours attempted than high school diploma graduates, but they do have a statistically equivalent graduation rate of 22.7% compared to alternative diploma graduates of 19.6%. Supporting Conclusion 2, the researcher’s analysis shows that high school graduates are more successful in community college studies with a higher GPA the first semester, more credit hours earned, but a statistically equivalent graduation rate compared to GED graduates or alternative diploma graduates.