The arms race, the definition of amateurism, Title IX, commercialism and academic integrity are regularly titles of chapters or catch phrases of texts written about intercollegiate athletics. Community college research focuses on the student population, transfer issues and the role of 2-year colleges within higher education. This study focuses on the intersection. Junior college athletic programs have been operating for nearly a century and currently serve more than 70,000 college students throughout the country without the guidance of appropriate research.Five research questions are divided into two subgroups; the first focusing on the history of participation through affiliation with the NJCAA and the next four on current trends in the presence, size and specific sport opportunities in community colleges. Data on the history of participation was collected directly from NJCAA national offices and imported into spreadsheets, providing a substantial amount of raw data previously unavailable. The second subset of questions utilized merged data sets from IPEDS and EADA. Descriptive statistics were used to analyze the historic data. Logisitic and OLS regression techniques provided results for the presence, size and specific sport analyses.The decline of men's opportunities in NJCAA institutions provides evidence that women's growth made possible through Title IX, occurred at the expense of men. The economic status of colleges provided a better indicator of growth or decline for either gender in junior college athletic programs after the initial thrust of women's teams ended. Enrollment, the percentage of full time students and the rural variable all proved to be positively associated with the presence of and size of athletic programs, while the female share of the student population was negatively associated with presence and size.The results provide information for local administrators of athletic departments, college administration, state governance groups and national associations. Financial constraints and concerns of supporting athletics at the community college level can be expanded. Gender equity issues should be explored in more detail. A foundation has been established, needs to be reinforced and should provide a launching point for future research in junior college athletics.

<p> The role of a community college president's spouse can be an important one in the life of the college and in the success of the presidency, yet the role itself is often vaguely defined. This can cause frustration for a college president's spouse because he or she experiences ambiguity by not knowing the expectations college stakeholders hold of the spousal role. This study explored the role uncertainties held by community college presidents' spouses, the strategies they used to navigate their new role, and the conflicts they experience in the role as presidential spouse. A qualitative, grounded theory design was selected for this study and was framed through the perspective of role theory and sensemaking. Interviews with 17 community college presidents' spouses in two Midwestern states were conducted. Data analysis resulted in the emergence of three major themes: (a) feelings of ambiguity about the spousal role, (b) attempts to make sense of the role through engagement with others, and (c) feelings of a loss of identity. These findings were consistent with other studies conducted within the scope of role theory and sensemaking. The grounded theory approach, however, produced a new finding: Most of the presidents' spouses identified a profound and personal emotional investment in their role. </p>

<p> Modest inquiry exists to elucidate why donors make large contributions to community colleges. Of every charitable dollar donated to education, two-year colleges receive 2 to 4 cents. This grounded theory study included 30 major donors to 23 colleges in 18 states. The questions were comprehensive: why donors and how donors make major gifts; internal and external factors, and how they work together; important synergies for cultivation, invitation, and stewardship; and why contributors choose community colleges. Six themes emerged: family history and role modeling; relationships with the college and its leaders; the desire to make a meaningful difference; the institution's role as an economic driver; a wish to give back; and donor recognition tailored to each individual. Forty percent of donors who made six- and seven-figure gifts were never invited to contribute; these extraordinary donations were unsolicited. The findings also suggest myriad recommendations for practice. Opportunities and models exist for staff to understand what inspires each unique donor. Volunteers may engage through storytelling and activism. Connections can deepen through core mission work. Colleges may expand interaction with students and faculty through shared experiences. Nurturing close relationships with major benefactors may help to engage their circles of influence. Leaders should challenge the myth that alumni give only to universities. Involving families may result in allies today and contributors tomorrow. College retirees often are excellent prospects. Donors prefer personalized recognition. Professional advisers can serve as influencers, potential conduits, and roadblocks. The two-year college fiscal model speaks to bottom-line donors. And the crucial message? It pays to ask.</p>

<p> Learner-Centered (LC) teaching focuses on shifting the role of an instructor from a provider of information to a facilitator of learning. Several Missouri community colleges have declared themselves LC institutions through use of the term in their mission statements and/or strategic goals. Although a metric for demonstrating this commitment, in the form of a rubric created by Dr. Blumberg (2009) existed, it was not in common use at the time this study was conducted. Additionally, a void existed on how the traits of LC instructors differed, if at all, from the traits of more traditional instructors. This quantitative, causal-comparative study attempted to address these two issues. The survey instrument used in this study was designed to rate the use of LC teaching methods by faculty using, with permission, Dr. Blumberg's rubrics. The survey also allowed the researcher to look for significant differences between faculty members' use of LC teaching methods and his or her training in pedagogy, teaching experience, and academic discipline. Analysis of results indicated respondents rated themselves at a high level of transitioning toward LC teaching methods. Respondents who reported receiving training in pedagogy from professional development (PD) provided outside their employer and faculty in the field of Oral and Written Communication were associated with significantly more LC teaching methods. Respondents who reported receiving their training in pedagogy from employer-provided PD were associated with significantly less LC teaching methods. Notably, no significant difference in the use of LC teaching methods was found among respondents with differing years of teaching experience. These findings imply changes to PD strategies, curriculum, and hiring policies may be the most effective should an institution wish to increase the use of LC practices by its faculty.</p>

Thesis (Ph. D., Education)--University of Idaho, May 2008. / Major professor: Russell A. Joki. Includes bibliographical references (leaves 239-250). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ed. D.)--Illinois State University, 1990. / Title from title page screen, viewed December 2, 2005. Dissertation Committee: Dent M. Rhodes (chair), Barbara Sherman Heyl, Phyllis J. Kozlowski, William C. Woodson. Includes bibliographical references (leaves 217-235) and abstract. Also available in print.

Thesis (Ed. D.)--Oregon State University, 2005. / Printout. Includes bibliographical references (leaves 146-153). Also available on the World Wide Web.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1983. / Source: Dissertation Abstracts International, Volume: 44-01, Section: A, page: 0054.

Dissertations (Ed. D.)--Rowan University, 2010. / Typescript. "UMI Number: 3398516"--T.p. verso. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed June 8, 2007). PDF text: xi, 210 p. : ill. ; 10.48Mb. UMI publication number: AAT 3240049. Includes bibliographical references. Also available in microfilm and microfiche formats.