Administrators of 2-year colleges are working in an environment where they seek to balance the social development of the student and the community's demand for a trained workforce to achieve economic development. This balance has resulted in ambiguity about the mission and purpose of 2-year colleges. The purpose of this case study was to explore a community college's experiences with mission change by exploring the interaction between a neoliberal public policy environment and the traditional social democratic mission of academia. Harvey's conceptualization of neoliberalism was used as the theoretical framework. Data were collected through 15 semi-structured interviews with members of college leadership, faculty members, staff, and members of the college's advisory council. Other data included documentation about policy, mission, and publicly available documents related to the mission change at the institution. These data were deductively coded, and then subjected to content analysis. Key findings indicated that the college initially stalled in the mission change process, and as a result, identified alternative pathways to achieve the goals of career-relevant training the neoliberal environment demanded. In this sense, the perspective of academic capitalism was born from necessity for self-reliance and illustrates the commonality of finding entrepreneurial solutions. The implications for positive social change include recommendations to leaders of 2-year colleges on managing mission change in a way that responds to the needs of the college community while retaining the relevance of students' social development.

The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science faculty and administrators perceptions of advantages and disadvantages of undergraduate research, the viability of developing a research program, and specific research options feasible for LECC. Transcripted data were analyzed through multiple rounds of coding yielding five themes: faculty perception of undergraduate research, authentic experiences, health technologies/nursing programs, LECC students career focus, and the unique culture at LECC. The most viable type of undergraduate research for LECC is course-based and of short timeframe. The project study advocates the use of citizen science (CS) studies in the classroom as they are relatively short-term and can take the place of lab sessions. The true benefit is that students perform authentic science by contributing to an actual scientific research project. CS projects can effect social change by developing science literate citizens, empowering faculty to create authentic learning experiences, and by sparking interest in science and directing women into STEM careers.

Students who obtain college degrees have a higher earning potential and greater likelihood of employment. Although researchers have found that student enrollment and performance in online college courses has increased, attrition has also risen at a higher rate than in face-to-face courses. The problem of declining persistence in online courses at a rural community college in the Southeastern United States was addressed in this study. The community of inquiry framework was used in this qualitative case study to explore perceptions of 10 experienced online learners. The research questions were focused on students' perceptions of the roles of connectedness and student engagement as well as the techniques and strategies used to maintain connectedness. Data were collected through semistructured online audio interviews that were recorded, transcribed, open coded, and analyzed thematically. Findings indicated that students perceived the presence of engaging materials, elevated instructor presence, established social presence, and confirmed learning as promoters of cognitive presence and students' online course persistence. The resulting project consisted of a hybrid workshop series designed to enhance instructors' pedagogical practices to promote engagement and persistence in online courses. The workshop evaluation provided both formative and summative feedback from the workshop participants. The project contributes to social change through the ability of educators and program developers of online courses to garner new knowledge, as well as contributions to the continued viability of the focus institution and long-term economic stability for students.

In 2012, national rates of degree or certificate completion for students beginning college in developmental education courses were 35%. At a Midwestern state community college completion rates were even lower, with only 27% of developmental reading/writing (DRW) students completing their program. Therefore, the purpose of this causal- comparative study was to compare success rates for DRW students beginning college in a multileveled (MLI) program and in a response to intervention (RtI) based program. The MLI program was grounded in a scaffolded learning framework, and the RtI program was grounded in a transformative learning framework. Four research questions were posited to identify the associations between success rates (course completion, persistence, retention, and credential completion) for students enrolled in the MLI program and students enrolled in the RtI program. Archival data for a census sample of 13,731 DRW students were analyzed. The chi-square test was used to determine whether associations existed between instructional groups for each dependent variable. Findings confirmed a significant association between instructional group and success factors, with students in the RtI group showing higher success rates for course completion, persistence, and retention than the MLI group. However, the MLI group showed higher success rates for credential completion than the RtI group. Further research will need to investigate the reasons for the divergent outcomes such as the fact that MLI program students began college two years before RtI program students. Implications for social change include an instructional model that may contribute to increased course completion, persistence, retention, and credential completion for DRW students, which is discussed in the appended position paper.

This nonexperimental study was conducted to determine differences that exist between PreK to 4th grade preservice teachers' beliefs about the severity of bullying, their empathy with victims of bullying, beliefs about their ability to cope with bullying in the classroom, and their ability to intervene in bullying issues. Bandura's self-efficacy theory and Ajzen's theory of planned behavior provided the study's theoretical base and demonstrated a connection between participants perceived ability to cope with bullying behavior and willingness to intervene. The participants (N = 112) were students in a 2-year community college PreK to 4th grade education transfer degree program. Data were collected from self-reported student surveys. Current research in the field of bullying showed a correlation between preservice teachers' self-efficacy and their willingness to act in a bullying situation. This study was undertaken to extend that research to preservice teachers at the community college level. Repeated measures of analyses of variance were conducted to evaluate the significance of the survey responses. Participants did not express a high level of confidence in coping with the bullying scenarios presented (p <.001), but did report a high likelihood of intervention for all types of bullying (p <.001). The lack of confidence in coping with bullying scenarios was related to lower self-efficacy to manage bullying situations and indicated the need for increased preparation. Implications for positive social change included benefits to school districts as well as other community college and university teacher education programs because of increased awareness and preparation for preservice teachers. This preparation will promote proactive behavior on the part of the preservice teacher to prevent bullying behavior and the resulting physical, emotional, and psychological damage to children.

Coteaching is a teaching strategy that requires 2-teachers to collaborate in developing a course syllabus, selecting materials, and assessing students' work. The research problem, addressed in this study, was an appeal to educate the diverse adult population whose needs could not be addressed through traditional instructions at Rex College. Because of a high number of enrolled adult students, coteaching at Rex College was used to improve student success for academically underprepared students in a Set for Success program. The purpose of this study was to examine the coteaching strategies used at Rex College so that teaching guides and/or professional training development workshops could be implemented to provide consistency in the program. The conceptual framework of this study was based on the constructivist theory that knowledge is constructed and internalized by an individual in a social setting. The research question for the qualitative study was designed to focus on the experiences of the faculty members at Rex College. A purposeful sampling method was used, and 15 participants, who provided first-hand information, were selected for interviews and field observations. The interview data was analyzed by creating a matrix grid to code key words or phrases from each participant's responses and linked to the interview questions. The findings were interpreted and used as themes for the narrative. The results indicated the effectiveness in teacher collaboration and planning as compared to traditional classroom approach. A positive social change may result as (a) students demonstrate success in completing studies and develop job skills; (b) instructors find collegiality in their relationship and develop new teaching skills; and (c) attrition is decreased at Rex College.

Abstract A Front-End Analysis Study of the Perceived Correlation Between Educational Leadership and Student Success. Kathyleen Wyatt, 2016: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: Organizational Leadership, Student Success, Higher Education, International Student Success, Faculty-Student Interaction, Sustainability, Student Retention, Student Engagement. The problem addressed in this qualitative case study concerned the challenges of student success in the four-year degree program at a multicampus institution of higher learning in northern Florida. The purpose of this qualitative case study was to assist leaders in the institution of higher learning in northern Florida in determining if a leadership growth plan could be a valuable component of a future and comprehensive professional development plan to increase student success. The triangulated case study was designed in order to generate unbiased, rich, and in-depth information from those involved in degree programs at the study site. Students, administrators, and teachers were surveyed and interviewed and provided information pertinent to the impact of leaders and leadership skills on student success. In conjunction with the qualitative analysis and case study approach, a front-end analysis was conducted to provide school leaders with reliable and valid information on which to base their future decisions. Success for this study was defined as the percentage of students in the four-year college study site who remain in school, increase their mean grade point average and, thus, eventually graduate or choose to transfer to another institution of higher learning. The researcher developed and implemented this front-end analysis study using qualitative methods of data collection. The emergent themes from the data analyzed enabled the researcher to provide school leaders with the information and, based on the findings, how it could be used to maximize the resources available at the institution in order to allow college students to reach their full potential. The narrative information and survey results in this final report provide a synthesis of the perceptual correlation between organizational leadership and student success and the implications of developing a shared leadership organizational model within the organization and its probable effects on measures of student outcomes.

This dissertation presents a qualitative case study of students enrolled in online courses and how they perceived the orientation program they completed before starting these courses. The study was based on the perspectives of students enrolled in a fully online program at a small community college in western Maine. They were interviewed individually to find out: (a) what are the perceptions of participants toward the materials presented in the orientation after completing their first semester; (b) what aspects of the orientation resonate most with participants when it comes to completing a course (nature of online learning, how to use course management system, technical requirements or learning skills and motivation). Besides the interviews, data was collected from the college’s learning management system. The results of the study show that participants were satisfied with the content of the orientation; however, more information pertaining to specific aspects of the learning management system should be included for additional satisfaction. Participants requested additional information concerning navigating courses, turning in assignments, and posting on discussion boards. The information provided in the interviews was consistent with the theory presented by Rovai’s (2003) persistence model. Participants’ perceptions fell into tow categories, personal and technical. These results were consistent with the current literature pertaining to online courses, orientations, and persistence. The results and findings of this study add to the body of knowledge concerning what materials in an orientation program are most effective in helping students complete online courses. The participants in this study perceived information about the use of the learning management system to be most important. Academic Deans and Student Services coordinators can learn more about what students’ perceive to be the important elements of an orientation program. The study also contributes to the existing literature on attrition, persistence, and retention.

Since the 1970s’, dual credit programs have helped high school students earn college credit and gain college readiness skills. However, the standalone branch of dual credit programs lacks structured advising, educational planning, and student support. As a result, participants of the standalone dual credit option experience frustration and significant difficulties in their dual credit experience. This study adds to the literature by evaluating the effectiveness of a standalone dual credit program designed with Guided Pathways-style support services. Through quantitative analysis, this study compared two groups of standalone dual credit students. Both groups participated in standalone dual credit programs at the same host college. However, only one of the groups participated in a support-based standalone dual credit program. In addition to evaluating the effectiveness of support programs, the study also evaluated student perceptions as to the effectiveness of the following support service: Academic roadmaps with preset pattern of courses and preset degree options, coordinated dual high school and college advising, and cohort-style peer support. The demographics are consistent with the literature in the form of high achieving student participation. Students supported Guided Pathways program support style services. These results may help practitioners, designers, and administrators of standalone dual credit programs consider implementing student support programs within their program design.

This study examined how and why faculty adopt podcasting as an instructional technology tool in their teaching. Podcasting is an instructional technology tool being used for teaching and learning in higher education. Faculty may record lectures with audio, video, and/or PowerPoint slides to instruct students on class material. Students may access podcasts at their convenience through various devices, including mobile devices and computers. Research has shown that students who use podcasts to study for tests tend to perform more successfully on tests. This study was a qualitative multiple case study of seven California community college faculty using podcasting as an instructional technology in their teaching. Email and telephone interviews were conducted to obtain data for this study. Rogers’ diffusion of innovations theory, and specifically the perceived attributes of innovation and their rate of adoption, was the theoretical framework used in this study to help explain how faculty develop attitudes and behavior toward podcasting as a teaching tool in higher education and to provide a context for faculty adoption of podcasting as a teaching tool in higher education. This study revealed seven themes that informed how and why faculty adopt podcasting in their teaching, as well as constraints to adopting podcasting. The seven themes identified in this research using Rogers’ perceived attributes of diffusion of innovations framework and their rate of adoption (PADIRA) are: (a) Apprehension, (b) Flexibility, (c) Organization, (d) Personal Gratification, (e) Student Outcomes, (f) Technological Capacity, and (g) Training. Given the demonstrated potential of podcasting technology for enhancing teaching and learning, this study of perceived benefits and constraints faced by California community college instructors when adopting podcasting in their classroom teaching has provided insights into instructional technology adaptation issues in higher education.