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.

Community colleges are challenged to find their next set of leaders who can respond to the diverse challenges of leading the institution. This study examined the impact of institutional and personal factors on faculty aspirations to leadership roles within the community college through the utilization of the Social Cognitive Career Theory framework. A case study research design utilizing mixed-methods investigated the perceived and preferred organizational culture(s) and the manner in which institutional and personal factors influence faculty aspirations to assume leadership roles at Southcentral Kentucky Community and Technical College. The findings of the research indicate that affecting change and being asked to lead are personal factors of influence that motivate faculty to aspire to formal leadership positions within the community college. On the other hand, the challenge of formal leadership roles, family and work-life balance might dissuade faculty aspirations of faculty to formal leadership roles. The study reveals that organizational culture was a positive factor of institutional influence. This study advances the field of educational leadership in that a number of personal and institutional factors influence the aspirations of faculty as they consider movement into formal leadership position within the community college. The findings identify the need for research across multiple institutions and the need to expand Social Cognitive Career Theory to include personal-cognitive barriers of race and gender.

The Lumina Foundation (2007) indicates that 54 million adults in the workforce are seeking noncredit education opportunities in a credit course/program delivery system designed to meet the needs of traditional college students. Working adults seeking continuing education coupled with dislocated workers as a result of changing economic situations represents this growing population. Community and technical colleges in Louisiana benefit from a for-credit formula funding model and do not benefit from a formula funding mechanism that supports noncredit education enrollments. As Louisiana’s community and technical colleges face continuous budget challenges resulting from economic recession, college leaders are making critical decisions in restructuring college business models. These models are becoming increasingly important as they support increased revenues and sustainable ventures that will carry the college through difficult times. The significance of this study and contributions associated with findings provide important insights into decision making, organizational change, and policy factors considered in determining workforce development strategies. Utilizing Multiple Criteria Decision Making by (Zeleny) 1981 in addition to Mintzberg’s Five Basic Parts of an organization (1979) as a conceptual framework, causes and effects of decision making on organizational structures and workforce development strategies were examined and analyzed providing insight and recommendations for future consideration. Findings in this study suggest that as organizational structures are challenged due to simultaneous issues related to economic recovery and reduced budgets, noncredit education is impacting strategic decision making by college leaders evidenced by current college reorganization efforts, joint credit and noncredit curriculum development activities, and innovation associated with enhanced workforce development strategies. Keywords: Noncredit Education, Workforce Training, Organization, Structure, College

Title IX was enacted over 40 years ago, and although there have been marked increases in the number of girls and women participating in athletics at every level, gender equity in athletics continues to be a concern. This is especially evident at the community college level. Title IX requires equity in the areas of opportunities for participation, opportunities for financial aid, and equity in benefits and services. This study sought to ascertain perceptions of equity held by community college coaches of women’s teams. A cross-sectional design was used to survey coaches from all regions of the NJCAA who were listed in the National Directory of in regard to their perceptions of equity in opportunities for participation, opportunities for scholarships, awareness and understanding of Title IX and related compliance issues, including whistleblower protection, and their level of comfort in discussing gender equity issues with supervisors. Multivariate analysis of variance revealed significant differences in perceptions regarding gender equity in terms of opportunities for participation, opportunities for financial aid by means of athletic scholarships, benefits and services, awareness and understanding and level of comfort in discussing perceptions regarding gender equity issues or Title IX non-compliance based on gender, years’ experience coaching, sport coached and region, although effect sizes for each analysis were determined to be small. Without question, women are in a better position to recognize gender inequities in athletics on college campuses. It is essential that women are recruited and hired into leadership positions in athletic departments and into executive positions in educational administrations at community colleges. Without a voice at the decision-making levels, the pace at which community colleges move toward equity will continue to lag.

The purpose of this study was to investigate differences between native and community college transfer students and identify factors that predicted upper-level biology course grade-point average and final overall grade-point average at a four-year institution in biological sciences. The results of this study indicated four-year institution persistence was not significantly related to gender, high school grade-point average, or ACT composite score. Persistence was significantly related to transfer status; whether the student was a native or community college transfer student with native students persisting at a higher rate at the four-year institution than community college transfer students. Furthermore, ACT composite score, high school grade-point average, final overall grade-point average, and upper level biology course grade-point average were significantly related to transfer status. Multiple regression analyses indicated high school grade-point average and ACT composite score were significantly predictive of upper-level biology course grade-point average while high school grade-point average, ACT composite score, and Pell eligibility were significantly predictive of final overall grade-point average.

Data pertaining to stress and job satisfaction of faculty at five Tennessee Board of Regents community colleges in east Tennessee were collected and analyzed in this study. Questionnaires were distributed to all full-time faculty at the colleges, with 51.3% returned. Questionnaires consisted of a socio-demographic survey, the Faculty Stress Index (FSI) to measure stress levels, and the Job Descriptive Index (JDI) to measure job satisfaction. Of those responding, 92.4% were white, 76.5% were married, 61.2% were female, 58.9% were tenured, and 81.3% were 40 or older, with 52.2% over 50. Only 1.9% were 30 or younger, but 51.1% had been in their current positions for six years or less. A total of 72.4% were assistant (22.9%) or associate (49.5%) professors, with 19.2% ranking as instructors and 8.4% as professors. Previous factor analysis of FSI items determined the dimensions Reward/Recognition, Time Constraints, Departmental Influence, and Student Interaction. In this study, faculty FSI scores implied low stress levels in Reward/Recognition and Departmental Influence, with moderate levels in Time Constraints and Student Interaction. Those in position for less than three years, non-whites, and non-tenured faculty reported significantly less stress in Student Interaction. Tenured faculty and associate professors were significantly more pressured by Time Constraints than non-tenured or other-ranked faculty. The JDI consisted of six sub-scales: Work on Job, Pay, Opportunities for Promotion, Supervision, People on Job, and Job in General. Respondents indicated high satisfaction in Work, Supervision, People, and Job in General but showed dissatisfaction with Pay. Negative feelings were measured in Opportunities for Promotion, with significantly less satisfaction for older, more experienced, tenured faculty, and associate professors. Non-tenured faculty members were significantly more satisfied in Work and Supervision than were tenured respondents. Correlation analysis showed significant inverse relationships among all FSI dimensions and JDI sub-scales. In hierarchical multiple regression analyses, FSI dimensions were significant predictors of satisfaction in all JDI sub-scales, whereas the socio-demographic variables were significant predictors only for Opportunities for Promotion. Recommended were longitudinal studies of stress and satisfaction among specific groups and/or colleges. Encouraged were stress management programs and improved systems of reward and recognition for faculty.

The purpose of this study was to compare academic success based on methods of course delivery for students in a computer applications course at an East Tennessee community college. Additionally, the researcher examined demographic relationships of age, gender, and race to student academic performance in the different delivery methods. The researcher used final course grades as a determinant of academic success. The study was focused on students who took the INFS 1010 Computer Applications course during the academic years, 2011-12, 2012-13, and 2013-14 at a southeast Tennessee community college. The population consisted of 1,177 students who took the INFS 1010 Computer Applications course over a 3-year period. The independent variable method of course delivery is generally defined as traditional, online, or blended. The dependent variable academic success is generally defined as final course grade. A student was considered an academically successful completer of the course by attaining a final course grade of A, B, C, or D. It should be noted that if a student is transferring to another institution, the receiving institution may or may not accept the course credit of a student who received a D grade in this course. However, at the studied institution students receiving final course grades of A, B, C, or D in INFS 1010 are considered successful course completers. The research questions in this study were addressed through data analysis with Chi-Square 2-way contingency table analysis testing procedures. When areas of significance were identified, follow-up pairwise comparisons were conducted to evaluate relationships between the proportions. The quantitative findings revealed no significant overall relationships in final course grades among the 3 delivery methods. However, some relationships were noted within delivery methods by demographic characteristics. The findings of the online delivery method indicated significant relationships among all 3 demographic categories (gender, age, and race) studied. Significant grade relationships were identified in the gender and race categories within the blended delivery method. However, within the traditionally delivered sections of this course the only demographic area with significant findings was the age category.

The purpose of this study was to determine the differences between selected state capital maintenance models and the model used in Tennessee. Research questions addressed the differences between the other selected models and the Tennessee model; the quantitative results of the models using data collected from the 14 Tennessee public two-year colleges, and the policy issue differences of the selected models. Research involved gathering information for each specific selected model including common factors used to calculate capital maintenance needs. Comparisons were made of the major components of each model. Actual data from the 14 Tennessee public two-year colleges was incorporated into each model. The quantitative results were then compared. Research also revealed policy issue differences between the selected models. These differences were examined. Results of this study included suggestions for enhancements to the Tennessee model which would provide more equitable funding of capital maintenance needs for each institution. Other suggestions and conclusions included the development of specific training and guidelines for the proper completion of model calculations. It was also suggested that an awareness campaign be initiated to strengthen the funding authority's commitment to the capital maintenance problem.

This research focused on the motivational orientations of students attending community colleges in western North Carolina. The purpose of the study was to develop a profile of students with disabilities in degree, diploma, or certificate programs, to determine their motivations for enrolling, and compare the results to students without disabilities at the same colleges. Five community colleges were randomly selected from the colleges in the western counties of North Carolina. A stratified random sample of students, both with and without disabilities, was selected. Each student was mailed a copy of the Educational Participation Scale (EPS) modified to collect demographic data. A follow-up reminder was mailed at two-week and four-week intervals. Four hundred sixty-eight questionnaires were distributed. One hundred ninety-eight responses were received for an overall return rate of 42.3%. The results indicated that, among the group of students with disabilities, there was a higher proportion who were female. These students were older, yet less likely to have children in the home and work full-time, as compared to their nondisabled peers. Students with disabilities scored higher on four of the EPS factors; Social Contact, Educational Preparation, Social Stimulation, and Cognitive Interest. These students appear motivated to participate by the opportunity to meet new people and find social stimulation. They also were more likely than their non-disabled counterparts to seek a remedy for past educational deficiencies and satisfy their intellectual curiosities. These results suggest that the main reasons why students with disabilities enroll in community colleges are social and academic concerns. Community colleges need to be sensitive to the unique needs of students with disabilities and design programs and services that emphasize the continuing development of these students.

Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S. Department of Education, 2012). National and state education efforts such as President Obama’s American Graduation Initiative, Tennessee’s Drive to 55, and Tennessee Promise encourage Americans to expand their educational pursuits in order to increase the number of individuals completing a post secondary degree. As states adopt funding formula measures tied directly to student success and retention, higher education institutions increasingly must rely on the effectiveness of academic and student service programs. Although the employment of adjunct faculty as a cost-saving measure has been on the rise for many years (Kezar & Maxey, 2013), research regarding the possible impact on student learning has been slow to develop and studies in this area have produced contradictory results. The purpose of this quantitative comparative study was to examine whether there is a significant difference in the fall to fall retention rate and proportion of assigned grades for first- time freshmen attending Motlow State Community College (MSCC) in regard to instructor status (full-time or adjunct). Existing data were used to conduct the study gathered from instructor and student information maintained by the colleges Banner information system using stratified random sampling. A non proportional sampling technique was chosen because of the potential small sample size and ease of subgroup comparison. Data were analyzed using chi-square tests of independence at the .05 level of significance. Results indicated no significant difference in the fall-to-fall retention rate and proportion of assigned grades for first-time, full-time students; first-time students; first-time students with a high school grade point average (GPA) of 3.0 or higher; first-time students with a high school grade point average (GPA) of 2.9 or lower; and traditional and non traditional age students. Significant differences were found in the fall-to-fall retention rate for first-time, part-time students. First-time, part-time students taught by adjunct faculty are retained at a significantly lower rate than first-time, part-time students taught by full-time faculty. As states adopt funding formula measures tied directly to student success and retention at the same time colleges and universities brace for enrollment increases, the use of adjunct faculty continues to rise. Acknowledging the need for highly skilled instructors, higher education institutions must consider the potential impact adjunct faculty instruction has on student success given the potential implications on institutional funding at state and national levels.