<p> Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics were presented in this study in an attempt to further clarify present classroom design practices and future aesthetic possibilities. The purpose of this study was to explore and compare a facility manager&rsquo;s perceptions of classroom learning environments, and a student&rsquo;s learning environment aesthetic needs. A qualitative research design was utilized within the theoretical framework of the human ecological theory. Six research participants were selected from Missouri community colleges to participate in this study based on job description. Interviews were conducted and four themes emerged: (1) finance, (2) flexibility, (3) foundational belief, and (4) focus. The findings revealed were reinforced by research previously performed on facility manage-ment. Implications for the study include community college facility managers researching and collaborating to increase their knowledge of aesthetics in college classrooms. In fu-ture research, the insight of college presidents, students, and teachers could be explored. Students may be asked about their perceptions of building facilities in regards to their learning, wellness, comfort and the desire to stay and complete their courses of study. Controlled variables such as participant areas in different classrooms settings may also be considered as a quantitative research study (Fraenkel, Wallen, &amp; Hyun, 2015; Maxwell, 2013).</p><p>

The urgent need for teachers led the Florida legislature in 1887 to establish the Florida State Normal College at DeFuniak Springs. The college closed in 1905 with passage of the Buckman Act, which mandated a complete reorganization of state-supported higher education and ended coeducation for white students. This small college, open for eighteen years, was uniquely situated in time and place to examine larger questions in American educational history as well as contribute to the history of higher education in Florida, which developed differently than in other states. This historical case study used archival sources to examine this institution, and contribute to the history of the origins of Florida's system of higher education. Key questions guiding the research were the nature of the students, fundamental aspects of school life, the impact of the school on the students, and the role of the school in the development of higher education in Florida. Original sources included the Catalogs, Register and Minutes of the school. The census of 1900 was used to develop information on the backgrounds of the students. Findings were: DeFuniak Springs was chosen for the school because of the Florida Chautauqua; the school was coeducational and had few rules but the internalized social codes of the students resulted in almost no difficulties with discipline; the students, a majority of whom were women, were from middle-class southern families; the college compared favorably in faculty, facilities and curriculum to institutions elsewhere; although few students graduated, alumni played a key role in shaping Florida's common schools; and, the Buckman Act entirely changed the nature of higher education in Florida. Implications were: The coeducational nature of the college a hundred years ago significantly changes the picture of Florida's higher education; the school was small, but its influence far outlasted the institution; and, the school struggled with issues which continue to trouble modern educators such as finances, the legislature, student retention, underpreparedness, and the proper structuring of a curriculum, which indicates the persistence of these issues.

Abstract not available.

The community colleges were established in Ontario in 1965 during a period of economic optimism, characterized by a spirit of innovation and diversity. Growth and a willingness to experiment were the order of the day. One very positive outcome of these features was the freedom of opportunity for the colleges to develop autonomously and according to the needs of their particular community. This independence or lack of government direct involvement has changed rather dramatically since 1990, however. Pressures from the Ministry, for more systematic planning and centralized decision-making have been felt, initiated by the publication of Vision 2000. As a result, the former independent, innovative and diverse qualities of the colleges appear to be in jeopardy. Why this change in philosophy? Why at this time? What possible consequences might result? These are just two of the questions that will be discussed in the following project. A second and major portion of this project will trace the evolution, current status and future possibilities of one course in particular, English for Academic Purposes (EAP). This course or these courses were able to develop in the first place because the colleges had the opportunity for / Thesis / Master of Arts in Teaching (MAT)

Early alert systems have been recognized as a high impact practice designed to improve student engagement and student success. Early alert is designed to identify students with at-risk behaviors early in the semester before they decide to drop-out, withdraw, or fail their classes, using resources such as a predictive analysis tool or advising. For an early alert to be successful and efficient, faculty should be included in the process of early alert. This qualitative study examined faculty's perspective and experiences when implementing early alert strategies and intervention in a two-year institution. Using Cranton's seven facets of transformative learning as a conceptual framework, this study examined the changes, perception, and experiences of faculty as a result of implementation. The literature reviews best practices that can be considered when faculty designs their early alert strategies and intervention. Participants shared their During and After Implementation Journal experience by completing reflection journals. After careful analysis of their journals and initial interview, the following major themes emerged: a) at-risk behaviors, b) high-impact practices, c) intentionality, d) personal connection, e) perspective transformation, and f) value. As a result of these themes, recommendations were provided to assist faculty development and change agents in two-year institutions in improving early alert methods to increase student success.

No description available.

Educational attrition rates are viewed by the Federal government and other external agencies as reliable indicators of institutional performance. The high attrition rates of community colleges may lead to drastic funding cuts. Both the community college and its attrition statistics are misunderstood. The peculiarly American 'open door' of the community college was designed to bring both education and training to students with a variety of backgrounds and goals. The evolution of the community college mission is described through a historic summary of the social forces involved in its development. A particular community college is used to illustrate this history. Attrition is shown to be a natural consequence of the mission of the institution. Over time, three major types of programs have been developed by community colleges in response to perceived social needs. Success for students in those programs is often independent of graduation. Community colleges thus have multiple missions. In order to make useful judgments of failure and success of the community college and of its major programs, the overall mission and the three separate missions must be understood. Critics of the community college either do not understand or do not approve of its mission. Analysis of significant community college retention projects demonstrates the community college practitioners' grasp of the institution's unique mission and of its particular students. The philosophical gap between the critics and the practitioners, not attrition, is the problem.

The study investigated the perceptions and practices of nanny training school officials, employed nannies and nanny employers in New England, New York, and New Jersey. It was specifically focused on whether the training received is sufficient for the jobs the nannies perform and the responsibilities they are given. Additionally, it examined the issue of "professionalism" with the nanny industry. The study was based upon an ex post facto research methodology and involved both quantitative and qualitative method of inquiry. Data collection was accomplished through mailed questionnaires and in-person interviews. As a result of the research, it was discovered that: (1) While most nanny schools are affiliated with community colleges, no degrees nor college credits are awarded. (2) There was a major discrepancy between the number of classroom hours said to be "required" for graduation and those which could be accounted for by nanny school officials. (3) Unsubstantiated classroom hours accounted for between 17% and 69% of the total "required" hours. (4) While nanny schools profess the demand to supply ratio is 100 to 1, only 65% of nanny school graduates are currently employed. (5) Employed nannies disagree with nanny school officials on whether "special skills" are needed to perform their jobs. (6) Most employers are not seeking "professionals" when hiring nannies. They would prefer to train nannies according to their own expectations. (7) The most crucial problem to be overcome in a nanny-employer relationship is that of "privacy," according to both employed nannies and nanny employers.

The purpose of this study was to compare and to evaluate the television market segmentation suggested in Massey's 1997 study, to investigate the viewing habits of those potential community college students, and to look for the message that called them to action. Segmentation specifically refers to the difference in preferred call to action messages between directed students, lateopters and drifters. The demographics that make-up the college in this study (Meridian Community College) was of particular interest in determining the suggested segmentation. Research questions put forward in this study were: 1. What are the descriptive profiles of the respondents? 2. Is there a significant difference between late adopters and directed students in preferred messages for a call to action? 3. Is there a significant difference in the television viewing habits between the lateopters and the directed students? 4. Is there a significant amount of non-goal oriented students (drifters) to be considered in this study? Freshmen from 1000 level courses at Meridian Community College (MCC) were asked to fill out survey questionnaires. The survey included questions concerning demographics, “call-to-action” (to investigate MCC) preferences, media preferences and habits, and perceived goals. The descriptive profiles of Meridian Community College were found to be similar to those of the State of Mississippi and the City of Meridian. The division between directed students and lateapters participating in this study were found to be near equal, as were their viewing habits. Data from the study indicated an equal opportunity for exposure to MCC television advertisements by both groups. There was no statistically significant number of non-goal orientated students (drifters) found in the data analyzed from the survey. The “drifter” element of Massey’s 1997 study was not included in the final tabulations of this research. Television advertisement was listed more often than any other single activity as a preferred message for taking further interest in MCC. Although television was listed more often than any other activity, the impact of a positive reference by family and friends was the leading influence.

In Mississippi, the bulk of the responsibility to conduct workforce training falls on the community colleges. With the recent trends of large industry relocating overseas, layoffs, and plant closures, these challenges have become prevalent in rural America. Through the development and delivery of workforce programs to local business and industry, community colleges have made substantial contributions to the economic and community development of communities across the nation. The gap between well-paying jobs and unemployed, undereducated workers continues to be a problem. In order to prepare the supply of the unemployed/underemployed and to meet industry's demand, workforce and education systems need to be organized around long-term integrated education, training, and work that is targeted to high-wage, high-demand employment. The purpose of this study was to investigate the nature of workforce education and training needs of business and industry that had participated or were participating in workforce training with the college. This study was designed to look for gaps in workforce training by analyzing the current and future training needs of local business and industry. Questions to be answered by this study are as follows: a) How do business and industry in the college’s district currently utilize the workforce training and development services? b) What are the future workforce training needs of local business and industry in the college’s district? c) What are the gaps between the workforce training provided by the college and business and industry needs? Results from this study may provide suggestions to enhance and improve the training provided by the college’s workforce department to their local business and industry. This study will provide the college with information that will be valuable in improving, implementing, and developing successful training and partnerships.