<p> College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.</p>

<p> The present study evaluated the effectiveness of two instructional approaches for remedial reading courses at a community college. The instructional approaches were strategic reading and traditional, textbook-based instruction. The two research questions that guided the quantitative, quasi-experimental study were: (a) what is the effect of strategic-reading instruction on the reading performance of community college students in a developmental reading course and (b) what is the effect of traditional, textbook-based instruction on the reading performance of community college students in a developmental reading course? The sample consisted of 64 participants. Two groups of students participated in the study: (a) the experimental group (<i>n</i> = 32), who received the strategic-reading instruction, and (b) the control group (<i>n</i> = 32), who received the traditional, textbook-based instruction. Students took the Nelson-Denny Reading test as a pretest and posttest to determine the effectiveness. The null hypotheses for H1 and H2 were rejected because the results of the paired <i>t</i>-test indicated strategic-reading instruction and traditional, textbook-based instruction have a statistically significant positive effect on students&rsquo; performance on the Nelson-Denny Reading Test Form G. Further, the one-way ANOVA test showed there is not a statistically significant difference between the difference scores of the students who received strategic-reading instruction and the students who received traditional, textbook-based instruction. The findings show that both methods of instruction are equally appropriate for the remedial reading course.</p>

<p> Single mothers increasingly seek college degrees at community colleges in order to provide economic security for their families (Wei et al., 2009); however, they often face a number of barriers that prevent or disrupt their education (Cox &amp; Ebbers, 2010; Smith, 2010). Campus services help students persist to degree completion, yet serving the population of single mothers can be particularly challenging for practitioners when confronted with students' numerous internal and external influences (Austin &amp; McDermott, 2003). Single parents who do persist have an important story to share with practitioners and policy makers in higher education.</p><p> This quantitative study explored the perceptions of the experience of Mattering as a motivator for persistence among single mothers in higher education. Mattering is defined as "a personal belief, whether right or wrong, that we matter to someone else and this belief acts as a motivator" (Schlossberg, 1989, p. 3). This study explored Mattering by investigating the following research questions: 1. To what extent and in what manner can academic persistence be explained by the student's perception of Mattering? 2. What is the relationship between self-perceptions of Mattering and selected demographics?</p><p> This research utilized a quantitative correlational design (Creswell, 2009). Participants (<i>N </i>= 53) included single mothers enrolled in a program at two community college sites (<i>N </i>= 2). An adaptation of The Mattering Scales for Adult Learners in Higher Education was used to measure the participant's self-perception of Mattering to their institution (Schlossberg, Lasalle, &amp; Golec, 1990).</p><p> Results indicated high alpha reliability for the data, but no significant relationships between a single mother's academic persistence and their perception of Mattering to the college emerged. Furthermore, while students' demographics indicated a range in diversity, their perception of Mattering to the college remained consistent. This research may inform community college practitioners regarding ways to help single mothers stay motivated in their quest for degree completion, which will ultimately influence a new generation of college students. The results may be significant in shaping policy, support services for similar programs, and contribute to the economic futures of single mother households.</p>

<p> Developmental education policies in community colleges are being debated by the federal and state governments, foundations, and non-profit organizations. Much attention is being paid to community college students who need precollege level coursework in English and Mathematics. The Massachusetts' Department of Higher Education is actively promoting dialogue about community colleges, but one group remains outside of the policy conversation, namely students. They are subjects of educational research but have not been considered partners in policy dialogue. </p><p> The goal of this study was to examine and provide a forum for community college students to communicate their perspectives on the supports and barriers they face in their academic progress, and to identify ways to improve higher educational policy at the institutional and state level. Students enrolled in an eastern Massachusetts community college and who were placed into developmental courses were invited to participate in a Photovoice Project as co-researchers with the author. Participants took photos, discussed them, wrote captions, grouped their photos into themes, and presented their work in an exhibit. Each participant also took part in a focus group to examine supports and barriers raised during the Photovoice Project sessions. The resulting visual, narrative, and participant observation data were analyzed using narrative analysis methods: thematic analysis, structural analysis, dialogic/performance analysis, and visual analysis. This study offered developmental students an opportunity to provide feedback on the current ecologically based model of education policy, where national policy defines the conversation, which is narrowed by state policy and, finally, campus policy with the student in the center of concentric circles. The analytic framework of identity was used to understand developmental students' multiple identities, expressed in their photos, captions, group discussions, and interactions, and in turn to understand how these identities were nested in educational communities: the classroom, the peer group, and the institution. Participating students appeared to gain a new discourse identity as contributors to the policy conversation around educational policy. </p><p> This research produced three themes based on the contributions of the co-researchers, requests for transparency in placement testing procedures, opportunities for reinvention, and ongoing opportunities to be heard. Students were supported in moving forward when they had opportunities to share power with others in the community; they experienced frustration and disorientation when power was simply exercised over them. The value of involving students in a participatory, visual research methodology was also explored; students expressed support for these types of participatory "voicing" opportunities for all community college students, not just developmental ones. Marshall Ganz's theory of public narrative provided a lens for explaining why a method such as Photovoice could serve to include this at risk population in the policy debate. This study provides a lens for reassessing policies at the institutional and state levels. Policy implications include re-examining enrollment as the basis for determining community college funding and including a calculation based on student retention; providing training and certification for faculty teaching developmental courses at community colleges; transforming placement testing, fostering a more challenging curriculum where developmental students encounter college level work, and institutionalizing inclusion of student voices in policy development. </p><p> The limitations of this study include that, as an exploratory study, no direct conclusions can be drawn but the findings may be useful in broadening the ongoing community college policy debate and indicating potential areas for future research to improve academic progress of all community college students, including those deemed developmental. Including student voices, especially those most at-risk in the most American sector of public higher education--the community college--is a democratic, social justice, and social policy imperative.</p>

<p> This study examined the presidential leadership practices of high-performing community colleges. The purpose of this study was to better understand the intersection between leadership and high-performing community colleges in the context of a complex and challenging environment. To this end, the study examined the leadership styles of four community college presidents to determine how their leadership influences the performance of their institutions. The study included interviews of four community college presidents serving at colleges selected as winners or finalists of distinction of the Aspen Institute Community College Excellence Program. Four faculty presidents from the same colleges were also interviewed to determine their understanding of how the college president's leadership influences the performance of the institution. The researcher asked three questions related to presidential leadership and the high performance of the community college. 1) What is the relationship between leadership and high performance at community colleges? 2) What type of leadership styles and frameworks are utilized by presidents at high-performing community colleges? 3) What competencies, knowledge areas, and skills do presidents at high-performing community colleges display? The eight participants in this study were asked 12 open-ended questions pertaining to community college presidential leadership practices. Results from the studyprovide insight into the leadership of community college presidents and the high performance of their institution.</p>

<p> As the national agenda is calling for increased completion rates and degree attainments in community colleges, a <b>predominantly White college </b> in the southwestern United States offering a large number of <b> online courses</b>, seeks to gain knowledge of the <b>conditions and initiatives</b> needed to allow success to happen among <i>males of color.</i> Although there is an increased participation in online learning and pursuit of degrees by women and students of color, men of color are no more likely to succeed in the online environment than traditional classroom settings (Jackson, et al., 2008). </p><p> The purpose of this case study was to examine the self-reported narratives, beliefs, and experiences of <b>African American, American Indian, Asian American,</b> and <b>Latino males</b> in the online environment to gain an understanding of conditions needed within and beyond the online environment where academic success can happen. This study reports how nontraditional and traditional male students of color <i>use</i> technology to obtain their educational goals. Surveys and interviews were used to capture descriptive narratives and experiences of their encounters with web-based learning. The implications of this study provide information for institutional practice and future research about <b>conditions</b> and <b>initiatives </b> <u>for increasing the retention and completion rates</u> of <i>males of color</i> in the online environment.</p>

No description available.

<p> While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences. </p>

<p> Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, &amp; Cho, as cited by Strother, Van Campen &amp; Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics. </p><p> The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning. </p><p> Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.</p>

<p> Due to changes in economic and social climate, including a decrease in state and federal funding, Associate's Colleges began to supplement their search for funds by fund raising. Associate's Colleges' fund raising has evolved and the purpose of this research was to scrutinize philosophies, perspectives, practices, relationships, and experiences of collegiate staff involved in institutional fund raising in large rural Associate's Colleges in a southeastern state in order to promote prosperity in resource development. The researcher's objective was to endeavor to document the roles of institutional actors in the fundraising process, their training, background, organization, and how their tactics differ when approaching corporations and individuals. In addition, the study looked at governance of foundations and fundraising staff specifics (job descriptions, student use, size related to funds generated). This included the roles of governance, philosophies, resources, methods of procuring funds, and reporting. This study displayed differences and similarities in fund raising practices at large rural Associate's Colleges in a southeastern state and described the setting in which these events took place. The participants in this study were ten fund raisers connected with Associate's Colleges of varying ages, educational backgrounds, and fund raising experience. Data for the study were derived from semi-structured interviews with each fund raiser, a foundation meeting observation, and a review of fund raising related documents. Using basic qualitative methods, the researcher conducted a thematic analysis of the data which enabled him to organize that data into manageable segments where he coded it. This process enabled the researcher to establish connections between the collected data and the research questions. Three major themes emerged from data analysis: (a) Relationship Management is Fund Raising; (b) Relationship Management is a Product of Resources and Communication; (c) Profitable Fund Raising Involves Maximizing the Potential of Four Factors: Participants, Environment, Experiences, Philosophy. Moreover, the study answered how large rural Associate's Colleges in a southeastern state developed fiscal resources in a climate of reduced state and federal funding.</p>