Part-Time Faculty and Community College Student Success

With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The tacit assumption is that full-time faculty are more engaged with their home institution, and this engagement translates into the engagement of the students taught. The present study examined employment status of faculty on the success of students enrolled in four, two-course sequences. Using Pearson chi-square and binary logistic regression analyses, it was concluded that employment status of the faculty has no statistical influence on student success as has been previously claimed. These results suggest that community colleges should not assume that hiring more full-time faculty will improve student success and, instead, should possibly consider utilizing funds otherwise allocated to hiring new full-time faculty on the development and compensation of part-time faculty.     

Community College Study Abroad: Implications for Student Success

The aim of this research is to explore whether participation in study abroad by community college students impacts levels of engagement and if there is a connection between studying abroad and academic achievement. While university-level studies have a history in exploring these questions, the same is not true for community colleges. The California Community College Student Outcomes Abroad Research project (CCC SOAR) uses a mixed methods design to examine data that evidences how participation in study abroad programs not only has implications for personal development and global learning, but also has a range of indicators of academic success variables. Data show that there is a range of positive outcomes that occur as a result of studying abroad for all students across an array of early, midstream, and terminal outcomes due to engagement-enhancing components such as shared common experiences, nurturing behavior from faculty, and increased student interaction in collaborative activities.     

Community College Student Success Programs: A Synthesis,Critique, and Research Agenda

A narrative review was developed to add to the discussion and dissemination of research on community colleges. The review adds to existing work by synthesizing and critiquing the empirical research to date specific to three of the most prevalent programmatic efforts presently seen on community college campuses: (a) learning communities, (b) student success courses, and (c) supplemental instruction. Empirical investigations or evaluations of student success programs from academic journals, conference presentations, dissertations, unpublished policy reports, and book chapters were identified, summarized, and critiqued. The review concludes with a proposed research agenda to advance research on program effectiveness at community colleges and implications for practice.     

Content Validation of the Community College Student Success Program Inventory

This study reports on the content validation of the Community College Student Success Program Inventory (CCSSPI), a structured interview protocol for program personnel, designed to serve as a tool for researchers and practitioners alike to account for critical features of various types of student success programs in detailed and comparable ways across multiple sites. In all, 20 subject matter experts (SMEs) rated the relevancy and clarity of each item to ascertain essential program features. Content validity index (CVI) and scale-level index scores (S-CVI) were calculated. Results showed high to moderately high validity for items related to course goals, logistics, skills-focused curricular items, and academic and student services. Other contingent facets—collaborative and contextualized learning, co-curricular and community activities, ancillary instruction, and instructor role—were rated as less valid, depending on program goals. The instrument is recommended for use in multisite qualitative or mixed-methods research and institutional improvement.     

Hispanic Student Success: Factors Influencing the Persistence and Transfer Decisions of Latino Community College Students Enrolled in Developmental Education

This study examined the impact of a set of theoretically-derived predictor variables on the persistence and transfer of Hispanic community college students. Early models of student persistence have been validated primarily among 4-year college students. While the constructs have been well-established, the relationships of those relevant factors remain unexamined among community college transfer students, and specifically, among Hispanic students enrolled in developmental coursework and planning to transfer from a community college to a 4-year institution. Logistic regression analysis was used to test the hypothesized conceptual framework on an existing set of quantitative persistence data drawn from a national sample of Hispanic students.     

Capacity and Flexibility in Community College CTE Programs: Program Offerings and Student Success

Research in Higher Education - This article asks whether small changes to community college courses and programs can help improve student outcomes. We use administrative data from the California...     

Student and Police Partnerships: Cultivating Student Success and Community Development

Scholarship on service-learning and experiential learning increasingly demonstrates benefits for student access and success, but evidence is still needed of the impact of these strategies on sustainable development of communities and their infrastructure. This case study examines a university Police and Society course that partners with four police departments to use both experiential learning and service-learning in the form of ride-alongs, simulation trainings, and written and physical examinations, as well as hosting a police–community relations event. Focus groups of students and officers reveal how service-learning and experiential learning build capacity for police–community relations. Orienting students toward officer procedures, requirements, and culture creates a learning opportunity for both students and departments, while police–community relations activities humanize officers and build public understanding and trust.     

Uncovering Scientist Stereotypes and Their Relationships with Student Race and Student Success in a Diverse,Community College Setting

A number of studies have identified correlations between children’s stereotypes of scientists, their science identities, and interest or persistence in science, technology, engineering, and mathematics. Yet relatively few studies have examined scientist stereotypes among college students, and the literature regarding these issues in predominantly nonwhite and 2-yr college settings is especially sparse. We piloted an easy-to-analyze qualitative survey of scientist stereotypes in a biology class at a diverse, 2-yr, Asian American and Native American Pacific Islander–Serving Institution. We examined the reliability and validity of the survey, and characterized students’ comments with reference to previous research on stereotypes. Positive scientist stereotypes were relatively common in our sample, and negative stereotypes were rare. Negative stereotypes appeared to be concentrated within certain demographic groups. We found that students identifying nonstereotypical images of scientists at the start of class had higher rates of success in the course than their counterparts. Finally, evidence suggested many students lacked knowledge of actual scientists, such that they had few real-world reference points to inform their stereotypes of scientists. This study augments the scant literature regarding scientist stereotypes in diverse college settings and provides insights for future efforts to address stereotype threat and science identity.     

社区学院:大学的中转站还是防护线

20世纪60年代以来,社区学院与传统大学之间的关系以及在高等教育中的角色地位成为高等教育界关注和讨论的一大议题.结构功能主义学派与冲突主义学派成为参与讨论的两大学派,社区学院在高等教育中与大学的弥合与分离,成为论辩双方的主要争论点.以伯顿·克拉克为代表的结构功能主义学派力陈社区学院是大学的中转机构,社区学院的兴起是高等教育自身变革的产物;以卡拉贝尔为代表的冲突主义学派却视社区学院为大学的防护机构,学院的出现是高等教育利益集团冲突与妥协的产物,是为低社会经济地位和少数族裔人群大学梦想设置的一个骗局.     

Toward a Predictive Model of Community College Student Success in Blended Classes

This retrospective study evaluates early semester predictors of whether or not community college students will successfully complete blended or hybrid courses. These predictors are available to faculty by the fourth week of the semester. Success is defined as receiving a grade of C- or higher. Failure is defined as a grade below a C- or a withdrawal. Method: Seven variables available to faculty are considered: gender, degree sought, students’ academic level, attendance for the first 4 weeks of face-to-face classes, scores on orientation extra credit assignments, grades on the first quiz, and grades on an early semester reflective essay. Logistic regression is used to evaluate the power of seven variables to predict successful course completion in 15 sections of two business courses: Introduction to Marketing and Marketing Research. Three hundred forty-three students were included in this study. Results show that completion of optional extra credit assignments offered during the first 2 weeks of the semester and performance on the first quiz are significant predictors of successful course completion. These results suggest that students’ self-regulation skill or learning presence in the community of inquiry model is a strong predictor of student success. A faculty-based model like the one presented here can help faculty to enhance their students’ chances of success by highlighting factors that predict successful course completion early in the semester.     

Desiring to Fit: Fostering the Success of Community College Transfer Students in STEM

The United States is experiencing a dire need for individuals who possess training and expertise in areas of science, technology, engineering, and mathematics (STEM). With over half of the nation’s students entering university environments via community colleges coupled with a large portion of this population majoring in STEM areas, the successful transition and adjustment of community college transfer students is essential to the STEM workforce. This article uses an ex post facto survey research design to examine the socialization factors that impact the transition and adjustment experiences of community college transfer students in STEM disciplines. Two hierarchical regression models are employed to examine the factors that impact the academic and social adjustment of community college transfer students in STEM majors. This research was situated using an adaptation of Weidman’s (1987) Socialization Theoretical Framework. Implications, and recommendations for policy and practice will be provided based on the overall results of this study.     

College Student Success: A Qualitative Modeling Approach

This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004 Padilla , R. V. ( 1999 ). College student retention: Focus on success . Journal of College Student Retention , 1 ( 2 ), 131 – 145 .[Crossref] , [Google Scholar]) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus.     

Age as a Predictor of Student Success in Community College Technical Certificate Programs

ABSTRACT

This study was initiated to help determine if there was an associated probability between a student’s age relative to persistence and retention leading to the completion of a Technical Certificate at the community college level. The research model used in this study is based on a quantitative binary logistic regression model, whereby the dependent variable was completion versus non-completion of a Technical Certificate program. The study’s findings showed that there were statistically significant relationships between the various student’s age groups and completion of a Technical Certificate program. The baseline age group for this study was traditional age students as defined by those students who were between 16 and 21 years old. The age groups of 22 to 27, 28 to 34, 35 to 39, and students over the age of 39 were compared to the baseline group to determine if there was statistical significance between the graduation rates accordingly.     

Exploring Community College Faculty Perceptions of Student Outcomes: Findings of a Pilot Study

This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a web-based survey. The study is framed within the faculty self-classification along the “hard” and “social/behavior” science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered.     

Community College Student Success Inventory (CCSSI) for Men of Color in Community Colleges: Content Validation Summary

This study reports on the content validation of the Community College Student Success Inventory (CCSSI) for Men of Color. The CCSSI was designed to be used by community colleges to assess their effectiveness in addressing success outcomes for men who have been historically underrepresented and underserved in education, particularly men of color. A panel of subject matter experts (SMEs) rated the instrument and provided qualitative feedback on additional areas for consideration. Content validity index (CVI) and scale level index scores (S-CVI) are reported. The instrument illustrated strong CVI and S-CVI scores. SMEs suggested several additional areas for consideration that were added to the CCSSI. The instrument is recommended for use by community colleges interested in enhancing outcomes for men of color.     

Advancing Student Success with Competency Points: Elevating Engagement and Motivation in Community College English Composition Students

This research tested and evaluated how one method—Competency Points (CPs)—increased student success by enhancing engagement and motivation in community college English composition students. In 2005 I introduced Competency Points in my English Composition 1 classes, and began tracking how engaged and motivated students were to succeed as revealed by the following five indices: number of completed essays and reading assignments, frequency of class attendance and participation, and rate of course completion. Students showed marked improvement in four, and negligible improvement in one, of these variables.     

Predictors of Timely Baccalaureate Attainment for Underrepresented Minority Community College Transfer Students

For many underrepresented minority students, the path to the baccalaureate degree begins with initial enrollment at a community college. Unfortunately, only a small percentage of students interested in transferring actually do transfer to a 4-year institution. Of these transfers, few graduate with a baccalaureate degree within 6 years of initial matriculation at their community college. This study was completed to see if the graduation rates for underrepresented minority community college transfer students vary depending on the type of receiving institution. In addition, an analysis was conducted to determine if the factors that best predict timely graduation for these transfers vary by ethnicity. Results from a suite of logistic regression models indicated that the factors that predict timely graduation for underrepresented minority transfers were not the same for each ethnicity. The most predictive factor for African-American transfers was enrollment in a 4-year transfer program at the community college. For Hispanic transfers, obtaining some type of credential before transferring was most predictive of timely graduating with a baccalaureate degree. On the other hand, the Grade Point Average (GPA) at the receiving 4-year institution was most predictive of timely graduation for Asian transfer students. The study was not able to conclusively determine the types of institutions that were the most successful graduating minority community college transfers.