Search Results (1 - 25 of 44 Results)

Sort By  
Sort Dir
 
Results per page  

Grugan, Cecilia SpencerDisability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution
Master of Arts (MA), Wright State University, 2018, Educational Leadership
Due to the continuous growth of diverse student bodies on college campuses, creating accessibility for each unique student needs to be considered. Students who have a disability or disabilities are a substantial part of this growing diverse student body. Since disability resource specialists play a significant role in creating accessibility for such students, they can consider implementing practices that qualify as Universal Design. The purpose of this phenomenological study was to explore where disability resource specialists fall on Lewin’s (1951) continuum of change and Reynold’s (2009) levels of expertise in regards to implementing practices that qualify as Universal Design. Six participants were included in this study out of eight who were invited to participate. Out of those six participants, the study showed that all participants demonstrated a strong presence in the Unfreezing stage of Lewin’s (1951) continuum of change. Also, the study showed that all participants showed a level of knowledge as the second tier to Reynold’s (2009) levels of expertise. Limitations as well as recommendations for future research included recruiting a larger sample of participants to provide greater analysis of the study.

Committee:

Carol Patitu, Ph.D. (Advisor); Suzanne Franco, Ed.D. (Committee Member); Stephanie Krah, Ph.D. (Committee Member)

Subjects:

Communication; Community College Education; Community Colleges; Curricula; Curriculum Development; Design; Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Theory; Engineering; English As A Second Language; Experiments; Instructional Design; Intellectual Property; Labor Relations; Management; Mass Communications; Mental Health; Minority and Ethnic Groups; Multicultural Education; Occupational Health; Occupational Therapy; Personal Relationships; Public Administration; Public Health; Public Health Education; Public Policy; Reading Instruction; Recreation; Rehabilitation; Robotics; Robots; School Administration; Secondary Education; Special Education; Speech Therapy; Systems Design; Teacher Education; Transportation

Keywords:

Universal Design; Accommodations; Accessibility; Organizational Change; Proactive Practices; Disability; Disability Resource Specialists; Disability Services; Higher Education; Student Affairs

Harmount, Jamie EA Study of the College Decision-making Process and Influences of Social Capital on Appalachian Non-traditional Female College Students in Ohio During Their High School Years
Doctor of Education (EdD), Ohio University, 2014, Educational Administration (Education)
This qualitative research study examines the experiences of Appalachian non-traditional female students during their high school years. The context of this study is Appalachian Ohio. The research looks at the decision-making process that the female students used during high school in considering higher education. This study fundamentally addresses the following two questions: What were the college preparatory experiences during high school of Appalachian non-traditional female college students in Ohio? How did social capital affect the college preparatory experiences during high school of Appalachian non-traditional female students in Ohio? The data include information about Appalachia, Appalachian Ohio, Appalachian females, non-traditional students, rural youth, and social capital. The research literature reveals that culture, place of residence, family, and schools help to shape the identity of children. This study addresses the characteristics of social capital, such that derived from parents, family, schools, and community and the influence of those groups on these women as they consider college. This research uses a phenomenological approach for the design of the study. The context of the study is Appalachian Ohio and the participants are or were non-traditional female college students. Participants were interviewed and asked to discuss their lives during their high school years and how they made decisions about going to college. The interview questions are semi-structured allowing the participants to tell their stories. Non-traditional female students in Appalachian Ohio share their lived experiences that allowed this researcher to identify emerging themes of student experiences. This information may be beneficial to teachers, school counselors, college/university admission officers and recruiters as they interface with these female students from Appalachian Ohio. This research study is significant because researchers, university officials, and high school staff need to better understand how female Appalachian students make decisions concerning college attendance in order to be able to guide them well. Although there is some data about non-traditional college students, there is limited research regarding non-traditional female students in Appalachian Ohio.

Committee:

Dwan Robinson, PhD (Committee Chair); Mary Trube, EdD (Committee Member); Larson William, PhD (Committee Member); Peter Mather, PhD (Committee Member)

Subjects:

Community Colleges; Education; Educational Leadership; Higher Education; School Administration; School Counseling

Keywords:

Non-traditional college students; Appalachia; social capital; college decision-making; Appalachian females

Fester, Heather RenaeRhetoric and The Scholarship of Engagement: Pragmatic, Professional, and Ethical Convergences
Doctor of Philosophy (Ph.D.), Bowling Green State University, 2009, English/Rhetoric and Writing

The scholarship of engagement, an effort to redefine faculty scholarship in ways that emphasize communal outreach, and rhetoric, which is epistemologically relevant to our modern academic lives, are both models for the future of higher education that are pragmatic, post-professional, and based on ethics. External pressures on the university make discussion of rhetoric and engagement, both of which deal directly with knowledge that grows out of scholarship as it guides practice and service, timely and necessary.

Rhetoric and the Scholarship of Engagement examines the competing forces behind this scholarship reform, historicizing the trends and arguing that contradictions inherent in the reforms represent a rich dialogue about the future of academic life. Throughout, Rhetoric and the Scholarship of Engagement treats the space between the community and academy as a dialectical space—a space structured by tensions between opposing forces such as tensions between discipline/institution, theory/praxis, service/pure scholarship, traditional professionalized practices/changing models of professionalism, responsive faculty roles/isolated functions, foundational/antifoundational knowledge, and visible/invisible work carried out by faculty members.

To suggest best practices for the transition to engaged scholarship, Rhetoric and the Scholarship of Engagement highlights scholarship and faculty roles in the field of rhetoric and composition, arguing that as an already engaged field, it offers a rich theoretical background and successful models for engagement rooted in its pragmatic orientation, struggles for disciplinary legitimation, and overt focus on postmodern ethics in research and institutional life. Through the presentation of rhetoric and composition research, these chapters offer a theoretical background for engagement by examining historical influences, various models of engagement, complications, and examples of application.

In conclusion, the dissertation argues that dialectic spaces, such as exists between the academy and community, can be remediated, not by erasing the contradictions but by reconceiving faculty roles around them. By inhabiting a more robust role as an engaged, pragmatically savvy, post-professional, postmodern and ethical “Citizen Scholar,” the faculty member will be better able to adapt to changing demands throughout his/her academic career.

Committee:

Dr. Richard C. Gebhardt, Ph.D. (Advisor); Dr. Kristine L. Blair, Ph.D. (Committee Member); Dr. Lance Massey, Ph.D. (Committee Member); Dr. Michael B. Ellison, Ph.D. (Committee Member)

Subjects:

Community Colleges; Composition; Education History; Higher Education; Rhetoric; School Administration

Keywords:

scholarship of engagement; citizen scholar; post-professional; dialectical tensions

Stuart, Glen RobertA Benefit/Cost Analysis of Three Student Enrollment Behaviors at a Community College: Dropout, Transfer and Completion of an Associate's Degree/Certificate
Doctor of Philosophy in Urban Studies and Public Affairs, Cleveland State University, 2009, Levin College of Urban Affairs

This dissertation seeks to increase our understanding of the factors that lead to student success at community colleges. Using data on a cohort of students enrolled at a two-year college, this dissertation presents the results of a longitudinal analysis. Citing the results of several persistence studies as well as the literature on sub-baccalaureate job markets, this dissertation constructs a hybrid model of student persistence. This model combines Tinto's theory of student dropout behavior with human capital theory to derive a benefit/cost model of student enrollment behavior.

Several hypotheses are developed regarding the relationship between various benefits and costs and students' likelihood of achieving each of three different outcomes: dropping out, transferring to a four-year institution, or completing an associate's degree. An event history analysis was conducted to find out whether these relationships actually existed. Results of this analysis are used to derive implications for theory and practice.

Committee:

Edward W. Hill, PhD (Committee Chair); Larry Ledebur, PhD (Committee Member); Joel Elvery, PhD (Committee Member); Kevin Hollenbeck, PhD (Committee Member)

Subjects:

Community Colleges

Keywords:

student persistence community college

Powers, Christopher R.Opportunity or not: Race, Gender, Income, and Academic Success in an Open-Access College
PhD, University of Cincinnati, 2012, Education, Criminal Justice, and Human Services: Educational Studies

Student retention and the factors that impact it is one of the most significant issues facing higher education today. Countless hours and funding have been spent in an attempt to find why some students decide to leave college, while others remain. The majority of previous studies have focused primarily on traditional students from four-year, residential colleges. However, research at non-residential two-year open-access colleges is lacking, and with that population increasing in the United States, more research is required to understand how to increase retention and graduation rates.

The purpose of this study was to use data from a suburban, regional, open-access college of a midwestern research I university to determine factors that impact student retention. In this study, the relationships among these variables were examined: (a) student demographic characteristics – age, race, gender, high school attended, household income level by FAFSA (EFC), (b) academic performance – grade point average, academic action, English placement test, and math placement test, and (c) number of quarters attended, and (d) transfer/graduation rate. The variables examined were applied to two groups, low income students and high income students. These variables were included with the goal of discovering challenges that interfered with successful academic performance.

There was an interaction between race and gender. Income made a large difference in scores, and low income African American students had slightly lower GPAs than low income Caucasian students, but high income African American students had slightly higher GPAs than high income Caucasian students.

When examining student retention and academic performance, income plays a significant role in success or failure.

Committee:

Marvin Berlowitz, PhD (Committee Chair); Vanessa Allen-brown, PhD (Committee Member); Andrea Kornbluh, PhD (Committee Member); Robin Lightner, PhD (Committee Member)

Subjects:

Community Colleges

Keywords:

Stduent Retention; Open-Access Education; Socio-economics; Gender; Race; Academic Success

Cleland, Nicole RaeDifferentiation of Self and Effortful Control: Predictors of Non-Traditional Students' Adjustment to Community College
Doctor of Philosophy, University of Akron, 2017, Counselor Education and Supervision-Marriage and Family Therapy
The community college (CCcc) setting has become increasingly important in education; yet, graduation rates are low (20%) compared 4-year colleges (69%). Researchers have focused on factors that predict college students’ retention and graduation. Measures of students’ academic, social, and personal-emotional adjustment to colleges have been found to better predictors of college success than entrance characteristics (Crede & Niehorster, 2012). This study builds on previous research by Skowron and Dendy (2004) that focused on relations between Bowen’s concept of differentiation-of-self, and effortful control, in a sample of adults; and by Skowron, Wester, and Azen (2004) that investigated relations between stress, differentiation-of-self, and personal adjustment to college. This study tested whether differentiation-of-self added incremental variance above the variance explained by effortful control to the prediction of students’ academic, social, and personal-emotional adjustment to CC in a sample of 119 non-traditional students at a CC in the Midwest section of the United States. The sample was 17.6% male, 79% female, and ages ranged from 18 to 63 years. Most participants were White (75.6%), with 15.1% identifying as Black or African American. Participants completed the Differentiation-of-Self-Short Form (DIS-SF; Drake, 2011), the Effortful Control Scale (ATQ-S-EC; Rothbart, Evans, & Ahadi, 2000), and the Student Adjustment to College Questionnaire (SACQ; Baker & Siryk, 1989). Participants’ ATQ-S-EC scores significantly predicted SACQ social adjustment. Students’ DSI-SF (IP) scores significantly predicted SACQ personal-emotional adjustment scores. Suggestions for future research are given and implications for interventions by Marriage and Family Therapists (MFT’s) are also provided.

Committee:

Linda Perosa, PhD (Committee Chair); Rikki Patton, PhD (Committee Member); Ingrid Weigold, PhD (Committee Member); Heather Katafiasz, PhD (Committee Member); Rene Mudrey-Camino , PhD (Committee Member)

Subjects:

Academic Guidance Counseling; Adult Education; Community College Education; Community Colleges; Counseling Education; Developmental Psychology; Education; Educational Psychology; Families and Family Life; Mental Health; Psychology; Therapy

Keywords:

differentiation; effortful control; college adjustment; non-traditional students; Bowens Family Systems Theory

Giordano, Christopher MConstructing Pedagogical Approaches Among Part-Time Community College Faculty Members: A Grounded Theory Research Study
Doctor of Philosophy, University of Toledo, 2014, Higher Education
Although community colleges serve close to half of the undergraduate students in the United States, there is a lack of empirical literature about teaching in community college settings (Grubb, 1999; Moriarity 2007). More specifically, existing research is lacking on what is known about part-time instructors at community colleges, who teach millions of students each year and represent 70% of the instructional workforce (American Federation of Teachers, 2010). Although community colleges rely heavily on this contingent workforce to teach our most diverse and at-risk populations of students, very little is known about how they teach, how they arrive at their approaches to teaching, and the potential impact of these teaching methodologies and practices (Sperling, 2003). Through a grounded theory methodology, this study examined a small group of part-time community college faculty members to discover how they arrive at the pedagogical approaches that guide their classroom instruction. A series of semi-structured interviews generated data that were analyzed using open, intermediate, and advanced coding methods. Data analysis resulted in the development of a theory explaining the pedagogical decision-making process of part-time community college faculty members. The study produced two major conclusions: (a) the lived experiences of (part-time community college) instructors and existing environmental factors are not just static elements in the teaching process but are integrated through a central concept - connections in the teaching process; and (b) instructors are learners who make connections between new and old information to construct new knowledge and create meaning as they encounter people, things, and events in the teaching process.

Committee:

Penny Poplin Gosetti, Dr. (Committee Chair); Deb Gentry, Dr. (Committee Member); Charlene Gilbert, Prof. (Committee Member); Ron Opp, Dr. (Committee Member)

Subjects:

Community College Education; Community Colleges; Education; Educational Theory; Higher Education; Teaching

Keywords:

pedagogy; teaching; part-time faculty; adjunct faculty; community colleges; grounded theory; qualitative study

Harmon, MartinoThe Impact of Institutional Support Services, Policies, and Programs on the Completion and Graduation of African American Students Enrolled at Select Two-Year Colleges in Ohio
Doctor of Philosophy, University of Toledo, 2013, Judith Herb College of Education
Two-year colleges are grappling with need to focus on student success outcomes driven by increasingly strict accountability standards implemented by state and federal government, while at the same time facing declining resources and increasing enrollments of diverse, underprepared students. According to the American Association of Community Colleges (2010), more than 40% of all African American students enrolled in postsecondary education are enrolled in two-year colleges. A review of the literature indicated that improving persistence and completion rates for African American students is a challenge that two-year colleges face. This study examined whether institutional support services, policies, and programs influenced the completion and graduation of African American students at select Ohio’s two-year colleges. The study examined (a) general institutional interventions, such as advising, mentoring, orientation programs and courses, tutoring, and departments or programs that specifically target African American or other underrepresented students, as well as (b) special programs or staffing configurations dedicated to supporting the needs of African American students. Two major gaps in the literature were addressed in this study: 1) the impact of interventions on African American completion and graduation enrolled at two-year colleges; and 2) the impact of interventions which specifically focus on the completion and graduation of African American students, e.g. Culture centers, Office of Minority Affairs, or Multicultural Centers. The researcher’s interest in this study is due to his work in the field of college student retention and student success as well as the desire to gain and share knowledge about the impact of specific interventions in promoting the success of African American college students enrolled at two-year colleges. The researcher’s working knowledge of the subject matter and familiarity with many of the two-year colleges in the population aided in completion of this study; however, to prevent bias, the researcher used the literature and the findings to guide his conclusions The research included an observational study in which institutional intervention data were collected using a questionnaire sent to chief student affairs officers (CSAOs) at 14 (61%) of Ohio’s 23 of two-year colleges with an enrollment consisting of a minimum of 5% African American students. The CSAOs were asked whether particular interventions were used at their institutions; if so, these CSAOs were also asked to rate the impact of the intervention on completion and graduation rates for African American students. The respondents were given the choice of rating the intervention as having “no impact,” “some impact,” or “high impact.” In addition to the survey, institutional data were collected from the Integrated Postsecondary Education Data System (IPEDS) and analyzed to determine whether the predictor variables influenced the outcome variable, three-year completion and graduation rates of first-time, full-time African American students. A total of 52 variables, including institutional characteristics, student enrollment, and institutional interventions, were included in this study. The 13 institutional and student enrollment variables were determined based on the IPEDS website, and 39 institutional intervention variables were determined using the questionnaire. Two of the 13 institutional characteristics and student enrollment variables—(a) the percentage of African American students enrolled and (b) the percentage of African American students enrolled in remedial math and English classes—were found to be significant predictors of African American completion and graduation rates. A total of 16 of the 39 institutional intervention variables from the survey were rated by the CSAOs as having a high impact on completion and graduation rates. Although the results were not statistically significant, they do reflect relationships that may be of practical significance. The 16 intervention variables were grouped into the following categories for analysis: - Developmental education/at-risk student interventions - Early alert/warning systems - New-student orientation programs or courses for credit - Advising for first-year students (mandatory) - Mentorship programs - Special office or department which targets the needs of African American or underrepresented students Based on the findings of this study, it can be concluded that the following variables were correlated with African American completion and graduation rates : (1) use of the early alert/warning system; (2) use of supplemental orientation program or course for African American, at-risk, or underrepresented students; (3) implementation of mentorship program for students in select academic programs; (4) implementation of mentorship program for at-risk, African American, or underrepresented students; and (5) use of peer mentors. A sixth institutional intervention (i.e., special office or department that provides programs or services targeting African American students) was included in the analysis due to the importance of that intervention to this study. Jenkins (2006) has emphasized the importance of interventions that target African American students by stating that “the clearest difference in high and low impact colleges is targeted support and specialized services for minority students” (p. 40). Although it was difficult to draw a meaningful quantitative conclusion from the findings related to the institutional interventions due to the small size of the sample in the study, the CSAO impact ratings provided information that supports the literature describing the importance of effective interventions in increasing completion and graduation rates for African American students enrolled at Ohio’s two-year colleges. The findings of this study provided opportunities for further research using a national population of two-year colleges that have a special office or department dedicated to serving the needs of African American students. This approach would ensure a sufficient sample size to make meaningful quantitative conclusions. Further research may also incorporate follow-up case studies focused on groups of CSAOs and administrators as well as student focus groups. This research provided a foundation for developing an understanding of specific institutional characteristics that serve as predictors of African American student completion and graduation rates and how impact ratings by key administrators can be used to guide research on the impact of those interventions on African American student completion and graduation rates. This study added to the scarce body of research that has examined the impact of institutional support services, policies, and programs on the completion and graduation rates of African American students enrolled at two-year colleges

Committee:

David Meabon, Ph.D. (Committee Chair); Mary Ellen Edwards, Ph.D. (Committee Member); Donald White, Ph.D. (Committee Member); Bettina Shuford, Ph.D. (Committee Member)

Subjects:

African Americans; Black Studies; Community College Education; Community Colleges; Higher Education Administration; Minority and Ethnic Groups; Multicultural Education

Keywords:

African American completion and graduation; Black student; multicultural; diversity; two-year community college completion and graduation; impact of at-risk student institutional interventions; CSAOs; mentorship programs; Culture centers; student success

Dorsey, TimothyHOW ADMINISTRATORS USE STUDENT DATA TO INFLUENCE ACADEMIC SUCCESS THROUGHOUT OHIO’S COMMUNITY COLLEGES
Doctor of Philosophy in Urban Education, Cleveland State University, 2014, College of Education and Human Services
Community colleges have been called upon to educate millions of individual who fifty years ago would not have sought a postsecondary education. Low tuition, convenient campus locations, open admission, and comprehensive course offerings at community colleges allow students to attend college at any point in their lives (Kasper, 2003). Community colleges understand today’s college students balance working, raising a family, and the need for a secure income. They need a flexible schedule to accommodate the various responsibilities of their daily life. Unfortunately, a majority of students who enroll at a community college never accomplish their educational goals. The evidence is clear among students with stated degree intentions, rates of dropout are high (Bailey, Leinbach, & Jenkins, 2006). After 3 years, only 16% of a 2003 cohort of first-time community college students attained a credential of any kind (certificate, associate’s degree, and/or bachelor’s degree), and another 40% were still enrolled (Goldrick-Rab, 2010). The purpose of this research is to investigate the use and accessibility of student data at community colleges. Community colleges need to shift the focus of establishing student success interventions based upon enrollment projections and budget numbers to analyzing student data that can lead to a culture of evidence to support student success. The survey instrument used in this research is designed to assess the accessibility and use of student data by community college administrators for instruction and institutional management to improve student success.

Committee:

Jonathan Messemer, EdD (Committee Chair); Brian Harper, PhD (Committee Member); Craig Foltin, DBA (Committee Member); Ralph Mawdsley, PhD (Committee Member); Frederick Hampton, EdD (Committee Member)

Subjects:

Adult Education; Community Colleges

Robinson, Sandy L.Community College Minority Males’ Perception of Success Strategies in Developmental Math
PHD, Kent State University, 2012, College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration

Robinson, Sandy L., Ph.D., May 2012 Foundations, Leadership and Administration

Community College Minority Males’ Perception of Success Strategies in Developmental Math (146 pp.)

Director of Dissertation: Mark Kretovics, Ph.D.

The number of students attending higher education institutions has increased across the nation over the past few decades. Nearly 46% of students chose to begin postsecondary education or technical training at a community college (American Association of Community Colleges, 2008). Accessibility and lower tuition have contributed to the enrollment growth at 2-year colleges. Consistently, however, fewer minority students graduate in comparison with the majority student population.

The purpose of this study was to explore the perceptions of minority males regarding their motivation to attend college, engagement on campus, how they felt they were perceived on the campus, and their views on the strategies used in success initiatives as it related to developmental math. The study sought to determine if there were differences in those factors based upon successful completion of the remedial math course, enrollment status, the institution of attendance, and age. Eighty-nine minority males representing three community colleges in Ohio participated in the research.

The study findings suggest that minority males perceive themselves as engaged in the college environment, interacting well with faculty members, and having an overall positive experience on campus. Findings also suggest a need for colleges to provide resources, interaction opportunities, and communication as it pertains to their success.

Committee:

Mark Kretovics, PhD (Committee Chair); Tracy Lara, PhD (Committee Member); Jennifer Spielvogel, PhD (Committee Member)

Subjects:

Community Colleges

Keywords:

minority males; community college; developmental math; success strategies

Villone, Edward J.Officers Armed With Degrees: Does Education Shield Law Enforcement Officers From Complaints?
Master of Science in Criminal Justice, Youngstown State University, 2010, Department of Criminal Justice
This research explores how higher education among law enforcement officers may influence liability. Research in the area of police officer educational level and liability is sparse, with most comparing education with performance or other levels of measure. More specifically this thesis investigates complaints among police officers by level of education. In particular, the focus is on law enforcement officers with baccalaureate and more advanced degrees and their liability rates when compared to those with high school diplomas or GEDs. This study will examine criminal, civil, and administrative complaints that were filed against degreed and non-degreed law enforcement officers from a police department in Mahoning County, Ohio. These proceedings will then be analyzed to determine whether the degreed officers have a reduced risk of criminal, civil, and administrative liability. The central hypothesis is that degreed officers will have a lower rate of complaints sustained (in other words found guilty) when officially complained of wrongdoing in 1) criminal, 2) civil, and 3) administrative proceedings. The primary variables will be complaint type, education level, and complaint outcome. The importance of this research will assist law enforcement administrators address departmental liability risks and provide potential options to reducing liability.

Committee:

Patricia Wagner, J.D. (Committee Chair); John Hazy, PhD (Committee Member); C. Allen Pierce, PhD (Committee Member)

Subjects:

Adult Education; Community Colleges; Continuing Education; Criminology; Education; Higher Education; Inservice Training; Management

Keywords:

Law enforcement; Police officers; Higher education; Criminal liability; Civil liability; Administrative liability; Degreed officers; Police officer education; Police officer liability

Gadson, Bryan CAmerican Elite: The Use of Education for Social Stratification
MLS, Kent State University, 2016, College of Arts and Sciences / Liberal Studies Program
The following essay will investigate the United States educational system and how it has been used to increase social stratification and limit the mobility of social class. This essay will define social stratification and give examples of how it limits social mobility based on various determinants such as race, class, and socioeconomic status. Understanding the use of education and the role it plays in moving social class, we learn how education has now been commoditized and its use for social stratification has been exploited. The essay will contend that the proliferation of historically black colleges and universities (HBCUs) were created to assist students of color in their educational opportunities and ability to move social strata. In doing so, predominantly white institutions began to focus their attention on underrepresented populations and their ability to compete in the educational marketplace, as well as HBCUs’ ability to move social class by instituting summer transition programs assisted with the federal government implementation of TRiO to assist universities in their efforts. With this focus, this essay will discuss the impact of college transition programs and their impact on retention and graduation rates for underrepresented student populations and how they are influencing the ability to move social class and the overall achievement gap that still exists in today’s society.

Committee:

Richard Serpe, Dr. (Advisor); Amoaba Gooden, Dr. (Other)

Subjects:

Community College Education; Community Colleges; Economics; Education; Higher Education; Sociology

Keywords:

education, social, stratification, mobility, class, socioeconomic, achievement, TRiO, HBCU, graduation, rate, retention, college, transition

Fields, Kellee M.Community College Healthcare Students’ Conceptions of Empathy: A Program-Wide Mixed Methods Case Study
EdD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: Curriculum and Instruction
Community colleges play a vital role in the education of our Nation’s healthcare professions. In order to respond to the rising economic and social needs of the healthcare sector, community colleges are meeting the challenge by providing health professions skills and training programs to meet these shortages. These crucial programs are charged with educating a diverse group of students which reflect upon the large scale demographic population changes in society. Patients and employers in recent years have voiced their concerns about the role of healthcare providers as they note a decline in essential professionalism traits and behaviors. In particular, the healthcare professional should espouse the ethical value of empathy as it is extremely beneficial to all stakeholders. This study explored students’ conceptions of empathy to provide information about the timing and effectiveness of potential strategies to develop this desired professionalism skill. A mixed methods case study design was used in which a quantitative survey measuring students’ empathy for their patients was embedded in a primarily qualitative case study which interviewed three groups of students (first-year, second-year, and graduates) in a Respiratory Care Program at a community college. The qualitative interviews revealed empathy was developed through the curricular aspects of role modeling, case study, and clinical experiences. As the students progressed through the program, a contextualization of empathy in practice occurred. In addition, empathy was present and sustained throughout the program as demonstrated by the empathy scale. In summary, the students exhibited empathy toward their patients and associated its valued meaning in the profession. The study findings may have broad implications for healthcare programs regarding curriculum design and strategies, instructors, and students. In addition, this study may also contribute to the vast changes taking place within our Nation’s healthcare system by affecting the way healthcare professionals are educated. Ultimately, these findings hopefully may contribute to fostering the professional behavior of empathy among healthcare practitioners in order to improve patient care.

Committee:

Jonathan M Breiner, Ph.D. (Committee Chair); Carla Johnson, Ed.D. (Committee Member); Sally Moomaw, Ed.D. (Committee Member)

Subjects:

Community Colleges

Keywords:

healthcare students;healthcare education;empathy;community college;professionalism skills;mixed methods case study

Lamont, SarahDeconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy
Master of Arts (MA), Bowling Green State University, 2012, Cross-Cultural, International Education
Much of the research on Islam and democracy has focused on the macro-level, and fails to detail a qualitative account of the experience of Muslim citizens of democracies (Cesari, 2004; Said, 1978; Said, 1981; Al-Azmeh, 1993; Esposito, 1995; Khan, 2006; Huntington, 1996; Adib-Moghaddem, 2008; Barber, 1996; Fukuyama, 1992). The neglect of the Muslim individual experience in the dominant discourse on Islam and democracy has stifled the voices of members of this marginalized population, thereby limiting their self-representation. This is especially true for Muslim Americans, who, in the aftermath of 9/11 and current surge of revolutions in North Africa and the Middle East, are either demonized or forgotten altogether, despite the significance of their every day navigation of both Islamic and democratic values and unique efforts toward identity construction. The purpose of this study was to address these gaps in the literature and, through the use of a phenomenological framework and Shi-xu¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿s (2005) cultural approach to Critical Discourse Analysis, complicate the dominant discourse on Islam and democracy by providing insight into the lived experience of seven Muslim American university students as well as supplemental perspectives from their university professors and local Imams. The findings of this study encapsulate the lived experience of the seven Muslim American student participants. These participants, along with professors and local Imams, constructed an alternative discourse that positioned the Islamic and democratic values of equality, respect, freedom, and education as compatible, with the exception of some complications such as Eurocentrism and a heavy reliance on unbridled capitalism. The study concludes with suggestions for all participants to better their understanding and/or enactment of Islamic and democratic values, including attaining education, engaging in civic participation, and developing empathy.

Committee:

Bruce Collet, PhD (Advisor); Margaret Booth, PhD (Committee Member); Stefan Fritsch, PhD (Committee Member)

Subjects:

American History; American Studies; Banking; Behavioral Sciences; Cognitive Psychology; Community College Education; Community Colleges; Continuing Education; Cultural Anthropology; Curriculum Development; Economic History; Economic Theory; Economics; Educat; Education

Keywords:

Islam; democracy; phenomenology; critical discourse analysis; Muslim American; national identity; capitalism; participation; education; civic engagement; religious identity; clash of civilizations; Imams; professors; university students

Cooney, Matthew AThe Demographics and Utilization of Transformational Leadership Practices by Potential Community College Presidents
Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, Higher Education Administration
Community colleges are facing a leadership crisis due to the mass retirements and turnover of community college presidents. Senior academic affairs officers, senior student affairs officers, senior academic and student affairs officers, and senior finance and administrative officers are considered potential community college presidents to fill the position as they are often one administrative position away from the president. Community college scholars and organizations recommended the utilization of transformational leadership by individuals in the community college presidency position. The purpose of this correlational descriptive study was to understand who are potential community college presidents, to what degree they utilized transformational leadership practices, and to determine whether potential community college presidents’ utilization of transformational leadership practices differed based upon personal and professional experiences. Potential community college presidents (N=656) completed a demographic questionnaire and the Leadership Practices Inventory-SELF (Kouzes & Posner, 2013) to understand their educational, personal, and professional backgrounds; and their utilization of transformational leadership practices. Potential community college presidents’ demographics and their utilization of transformational leadership practices are reported. Descriptive statistics, one-way analysis of variance tests, and independent sample t tests were employed are presented to answer the research questions. There were statistically significant differences in the mean scores on the LPI-SELF based upon level of interest in a community college presidency, institutional location, current position, highest degree earned, and participation in leadership development programs. Conclusions and recommendations include continued exploration of potential community college presidents’ preparation and utilization of transformational leadership practices.

Committee:

Kenneth Borland (Advisor); Patrick Pauken (Committee Member); Maureen Wilson (Committee Member); Tim Brackenbury (Other)

Subjects:

Community College Education; Community Colleges; Higher Education; Higher Education Administration

Keywords:

Higher education; community colleges; leadership studies

Doehne, Bryce ASupporting Student Veterans Utilizing Participatory Curriculum Development
Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology
An organizational level program utilizing Participatory Curriculum Development (PCD) (Taylor, 2003) is presented to assist postsecondary institutions with development, implementation, and evaluation of programs to support student veterans. Postsecondary institutions are provided with a “how to” program manual that includes literature-based core and supplemental programs, trauma-informed theory, and a methodological framework to implement programs. Practical program evaluation measures are offered to assist postsecondary institutions with evaluating the outcomes of their efforts to support student veterans. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLink ETD Center, https://etd.ohiolink.edu

Committee:

Bill Heusler, Psy.D. (Committee Chair); Shana Hormann, Ph.D. (Committee Member); Peter Schmidt, Psy.D. (Committee Member)

Subjects:

Armed Forces; Community College Education; Community Colleges; Curricula; Curriculum Development; Education; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; Educational Theory; Higher Education; Higher Education Administration; Mental Health; Military Studies; Organization Theory; Psychology

Keywords:

student veterans; support program; participatory curriculum development; military-connected students; program; military veterans; non-traditional students; program manual; innovative program; trauma-informed care; post-secondary institution

English, Lindsay SThe Influences of Community College Library Characteristics on Institutional Graduation Rates: A National Study
Doctor of Philosophy, University of Toledo, 2014, Higher Education
Given the national and growing attention on community college learning outcomes, this study examines the influences of libraries’ or learning commons’ characteristics on institutional graduation rates. The theoretical and conceptual frameworks used to support this study are Astin’s Theory of Involvement and his I-E-O Model respectfully; however, based on the results future researchers should consider exploring expenditure models. The data set used was created by using 5 different national sources including 4 IPEDs surveys and the Library Statistics Program, also conducted by the National Center of Educational Statistics. The significant predictors of institutional graduation rates were then used to create a blocked regression model to determine influence. The results indicated that three of the original 41 independent variables did have a significant predictive power over institutional graduation rates. The three variables included the percentage of students under the age of 25, total expenditures for other information resources (including fees for database searches such as DIALOG and Nexis-Lexis), and total expenditures for current serials (ongoing subscription commitments such as periodicals, newspapers, etc.).

Committee:

David Meabon (Committee Chair); Ronald Opp (Committee Member); Renay Scott (Committee Member); Barbara Floyd (Committee Member)

Subjects:

Community College Education; Community Colleges; Higher Education; Higher Education Administration

Keywords:

Community Colleges; graduation rates; Library; Learning Commons

Leary, Judith A.Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients
Doctor of Philosophy (Ph.D.), Bowling Green State University, 2015, Higher Education Administration
The purpose of this study was to address gaps in post-secondary education research regarding ex-felons’ higher education experiences in order to help student affairs practitioners make campus environments and services more accessible to and welcoming for these populations. This study centers on the experiences ex-felons have had as they have transitioned into, through, and out of higher education. The Charles W. Colson Scholarship program, a need-based full-tuition and housing scholarship program at Wheaton College, provided the setting for this research. Six ex-felon men who earned bachelor’s degrees through the program participated in one face-to-face semi-structured individual interview of approximately three hours. The interviews elicited findings in five broad areas: (1) personal assets and liabilities, (2) coping strategies, (3) factors influencing disclosure of criminal pasts, (4) educational outcomes, and (5) supports and opportunities for greater support. Participants’ shared essential experience consisted of three distinct phases centering on their expectations. The Scholars interviewed entered Wheaton College with high expectations regarding their future college experiences. Moving through Wheaton, their expectations increased but shifted to post-graduate aspirations regarding future employment or ministry positions. As they moved out of their higher education experience, they found that their vaunted expectations had become unrealistic given their limitations and liabilities exacerbated by the real world conflicts they faced. As a result of these conflicts with their lofty aspirations, each participant began to question the pragmatism of his initial expectations, and to deconstruct them in order to reconstruct new expectations. However, this process caused recurring struggles within the participants as some battled with guilt for reconstructing their expectations while others struggled with patience regarding delays in their perceived timelines. No matter the struggles nor how often they recurred, each participant concluded that even if he had not accomplished all, or any, of the lofty goals to which he had once aspired, as long as he invested significantly in the life of one other person, he had accomplished something worthy of the investment that had been made in him.

Committee:

Ellen Broido, Ed.D. (Advisor); Michael Coomes, Ed.D. (Committee Member); Dafina-Lazarus Stewart, Ph.D. (Committee Member); Melissa Burek, Ph.D. (Other)

Subjects:

Academic Guidance Counseling; Adult Education; Bible; Biblical Studies; Clerical Studies; Community College Education; Community Colleges; Criminology; Education; Education Finance; Education Policy; Educational Sociology; Educational Theory; Ethics; Families and Family Life; Finance; Higher Education; Higher Education Administration; Individual and Family Studies; Law; Legal Studies; Minority and Ethnic Groups; Pastoral Counseling; Peace Studies; Personal Relationships; Philosophy; Political Science; Rehabilitation; Religion; Religious Congregations; Religious Education; School Finance; Social Research; Social Work; Spirituality; Teaching; Theology; Vocational Education

Keywords:

Reentry; Higher Education; Faith; Felons; Ex-offenders; Christian Liberal Arts; Schlossberg; Transition; Stigma; Labeling; Invisible Stripes; Phenomenology; Colson; Scholarship; Prison Ministry; Wheaton; Prisoner; Crime; Correctional Education; PSCE

Hurtado, DeAnn L.Effects of Performance-Based Funding on Ohio's Community Colleges and on Horizontal Fiscal Equity
Doctor of Philosophy (Ph.D.), University of Dayton, 2015, Educational Leadership
This study analyzed changes in institutional effectiveness and state funding during the first three years of Performance Based funding (PBF) measures in Ohio. This study additionally examined changes to horizontal fiscal equity in the state of Ohio’s comprehensive community colleges for the first 3 years after the implementation of performance funding. Statistical measures recognized in public school finance were used to estimate changes in horizontal fiscal equity on Ohio’s funding distribution for the 15 public comprehensive community and state community colleges following the implementation of Performance-Based funding. The study population consisted of the 15 comprehensive community and state community colleges in Ohio. Descriptive statistics were used to evaluate the effect of performance funding on the effectiveness (measured by success points) and funding changes (measured by FTE funds) of Ohio’s comprehensive community colleges. Horizontal fiscal equity between the schools was assessed using range, coefficient of variation, and Gini coefficient statistics. During the period covered by this study, the PBF model appeared to have made the study institutions more effective, based on the number of institutions (13) that had an increase in success points per FTE over the study period. With the exception of 2 schools, all institutions showed a positive percentage increase in success points over the study period. Institutions were then ranked based on changes to State Subsidy funds allocated during the study period. Among the 15 institutions, 6 improved their ranking and 9 declined in ranking. With respect to actual dollar changes per FTE, 9 institutions increased in State Subsidies and 6 decreased. Based on both dollar changes and state rankings, the State Subsidies per FTE changed considerably since FY2010. Range-related statistics indicated an increasing trend toward inequity in the system, as did coefficient of variation and Gini coefficient analyses. The inequity was small but increasing as each year of the study progressed and more State Subsidy funds were allocated to schools based on success points. Implications of the findings and areas for further research were discussed.

Committee:

Theodore Kowalski, Ph.D. (Committee Chair); Carolyn Ridenour, Ed.D. (Committee Member); Joseph Schenk, D.B.A. (Committee Member); C. Daniel Raisch, Ph.D. (Committee Member)

Subjects:

Community College Education; Community Colleges; Education Finance; Education Policy; Finance; Higher Education Administration

Keywords:

Higher Education Funding; Ohio Performance-Based Funding; Horizontal Fiscal Equity; Community College Funding

Parker, Jessica LynnThe “Party School” Factor: How Messages About Alcohol Use at Universities Influence Prospective Students’ Perceptions
Master of Arts (M.A.), University of Dayton, 2009, Communication
This three-phase study was designed to determine what messages prospective students receive about alcohol use and partying at a university, how these messages affect who is most attracted to the university, and whether different types of university messages attract students with different characteristics. Interviews with first-year students at the University of Dayton (UD) revealed that most students heard messages about alcohol use and partying before deciding to attend. A survey of UD undergraduate students, which asked for retrospective reflection on their experiences as prospective students, found a significant correlation between having a positive view of UD after hearing these messages and being party- and alcohol-oriented, as measured by factors such as viewing partying as important, having the intention to drink alcohol in college, and having previous experiences of drinking to intoxication. A survey of high school students showed that a hypothetical university with many weekend activities and strong enforcement of drinking age laws is most attractive to prospective students. A "party school" and a school with many activities but little law enforcement both attracted primarily party- and alcohol-oriented high school students, whereas a school with many activities and strong enforcement was attractive to all types of students. Post-secondary schools with "party school" reputations are encouraged to focus on weekend activity promotion and enforcement of alcohol laws to avoid continually attracting a concentration of heavy drinkers.

Committee:

Teresa L. Thompson, PhD (Advisor); James D. Robinson, PhD (Committee Member); Thomas O. Farnsworth, SM, PsyD, RAS (Committee Member)

Subjects:

Academic Guidance Counseling; Behaviorial Sciences; Communication; Community Colleges; Education; Health; Higher Education; Public Health; School Administration

Keywords:

party school; college choice; binge drinking; college students; alcohol; symbolic interactionism

Gaines, Michael L.A Study of an Inter-Institutional Partnership between an Urban Community College and an Urban Public School District
EdD, University of Cincinnati, 2012, Education, Criminal Justice, and Human Services: Urban Educational Leadership

This study examined the unique partnership between Midwest Community College and Urban Public Schools’ Urban Career Technical High School. The Urban Technical High School (UTHS) is designed to provide students interested in Tech Prep education a clear pathway from high school to college. Through collaboration, services were provided to assist high school students in addressing remediation needs, accessing college credit before high school graduation, and maintaining a college admission track.

This study corroborates the findings in the literature. The stages of negotiation, as outlined by Gray (1989) were evident in the development of this partnership. The activities delineated in the problem setting stage, design stage, and implementation stages were discussed by the participants. Gray’s conceptualization of the Negotiated Order Theory deals with the process elements of inter-institutional collaboration. Factors that motivate organizations to collaborate include declining productivity (declining achievement), economic and technological change (change in industry and employment needs) blurred boundaries (increased partnership to align curriculum), and shrinking funding (reduction of federal, state, and local funding). Issues of motivation, power, and influence are stated as factors that influence the movement through stages. These issues were verified as influences on the negotiation process. In spite of these issues, the perceived benefits and challenges, as revealed by the participants, provide a useful starting point for others interested in engaging in a similar strategic partnership.

Committee:

James Koschoreck, PhD (Committee Chair); Monica Posey, EdD (Committee Member); Mary Brydon-Miller, PhD (Committee Member); Roger Collins, PhD (Committee Member); Nancy Evers, PhD (Committee Member)

Subjects:

Community Colleges

Keywords:

P-16 Reform;Community College Partnerships;High School Partnerships;Collaborations/Partnerships;Negotiated Order Theory;School Leadership;

Duncan, Angela D.African American Students' Satisfaction with Academic Advising at an Ohio Community College
Master of Arts (MA), Bowling Green State University, 2008, College Student Personnel
Although community colleges serve as a primary option for African Americans toobtain postsecondary education, there is little research available that discusses their interaction with the college or their satisfaction with academic advising. One hundred twenty-three students participated in this quantitative research study that sought to show how satisfied African American students were with the academic advising they had received at Northwestern Community College (a pseudonym). While statistical significance was limited to full-time students being more satisfied with developmental advising than part-time students, the results show how satisfied African American students were with academic advising overall and with 34 specific advising activities. Student suggestions for improving advising services are provided along with a discussion of the practical importance of the results. These findings suggest that African American students desire more exposure to developmental advising activities in the context of academic advising sessions and suggest that their satisfaction with academic advising overall may be linked to greater exposure of quality developmental advising activities.

Committee:

Dafina L. Stewart, Ph.D. (Advisor); Robert DeBard, Ed.D. (Committee Member); Mark A. Earley, Ph.D. (Committee Member)

Subjects:

African Americans; Community Colleges; Higher Education

Keywords:

African American students; academic advising, community college

Hardy, Deborah LewisLearning Strategies and Motivational Patterns, as Measured by the Motivated Strategies for Learning Questionnaire, Among Students Pursuing Nursing and Allied Health Careers
Doctor of Education, University of Akron, 2013, Educational Leadership
The purpose of this investigation was to identify and describe motivation patterns and learning strategies as measured by the Motivated Strategies for Learning Questionnaire (MSLQ) along with demographic data, among community college students pursuing nursing and allied health careers. The MSLQ instrument was administered to 108 students enrolled in a Medical Terminology course and a Fundamentals of Biology for the Health Technologies course at a public community college in Midwest U.S.A. The students were assessed to identify how students’ motivational attitudes and strategies can be improved to achieve their higher education goals. The results of regression analyses illustrated the predictive quality of the MSLQ instrument. Specifically, Self-Efficacy for Learning and Performance, Test Anxiety, Managing Time and Study Environment and Extrinsic Goal Orientation were found to be predictors of student success. The goal of the study was to provide useful information about student learning strategies and motivational patterns for college administrators, instructors, advisors, researchers, and students. This valuable information will help to integrate services, programs, and strategies to improve institutional student success.

Committee:

Xin Liang, Dr. (Advisor); Catharine Knight, Dr. (Committee Member); Susan Ramlo, Dr. (Committee Member); Raymond Cox III, Dr. (Committee Member); Jennifer Milam, Dr. (Committee Member)

Subjects:

Community Colleges; Education; Educational Theory; Health Sciences; Higher Education

Keywords:

MSLQ; Learning Strategies; Motivational Patterns; Learning Theory; Motivation Theory; Community College; Nursing; Allied Health; Student Success; Retention

Schwartz, Carol A.An Analysis of Instructional Practices of Contingent Faculty in Community Colleges
Doctor of Philosophy, University of Toledo, 2012, Higher Education

The academy has long acknowledged teaching, service, and research as the threefold work of its members. Those members in community colleges primarily engage in teaching, as opposed to research and service, but historical trends show an increase in the percent of courses taught by contingent instructors as opposed to full-time faculty members. This trend, when considered with the fact that almost half of the students now pursuing postsecondary educational opportunities do so in community colleges, provides a rich landscape for investigation.

This dissertation examines, through description correlation methods, the existence of relationships between characteristics of community college contingent faculty and the planning, preparation, class environment, instruction, and professional development activities used by contingent faculty in community colleges, specifically those instructors in the Arts and Sciences or general education divisions.

Those varied teaching activities are the components of Danielson’s Framework for Teaching, a model developed to address wide-ranging aspects of instruction. That model serves as the conceptual framework for this study, which included participants from across the nation who work in community colleges differentiated by size and the populations they serve.

The analysis of the results of this correlational study leads to recommendations for more effective instructional practices in contingent faculty and improved integration of this group into the academic life of community colleges.

Committee:

David Meabon, Ph.D. (Committee Chair); Mary Ellen Edwards, Ph.D. (Committee Member); Larry McDougle, Ph.D. (Committee Member); Bin Ning, Ph.D. (Committee Member); Renay Scott, Ph.D. (Committee Member)

Subjects:

Community College Education; Community Colleges; Education; Pedagogy; Teaching

Keywords:

community college; contingent faculty; adjuncts; adjunct faculty; teaching practices; Framework for Teaching; instructional practices; pedagogy; instruction

Curtis-Chávez, MarkHispanic Male Success in the Community College as Measured by Cumulative GPA
Doctor of Philosophy, University of Toledo, 2017, Higher Education
The majority of Hispanics select community colleges as their higher institution of choice, but studies on what contributes to their success, especially Hispanic males, has been limited. The purpose of this study was to examine the influence, if any, of environmental variables on the cumulative GPA of Hispanic males attending community college. Employing Astin’s Theory of Student Involvement, data from the CCSSE’s 2012 – 2014 survey were used to conduct a multiple regression analysis. The study’s sample included 5,615 Hispanic males attending community college. The final model identified 15 variables that were significantly related to the cumulative GPA of Hispanic males attending community college, and explained 15.6% of the variance. Student effort and active and collaborative learning variables emerged as the strongest predictors of Hispanic male GPA. This study provides educators with additional resources to improve Hispanic male academic success in the community college, and informs future research, theory, policy, and practice.

Committee:

Ron Opp (Committee Chair); Snejana Slantcheva-Durst (Committee Member); Sunday Griffith (Committee Member); J. Michael Thomson (Committee Member)

Subjects:

Community College Education; Community Colleges; Hispanic Americans; Minority and Ethnic Groups

Keywords:

Hispanic males; Hispanic male GPA; Latino males; Latino male GPA; community college; Hispanic male performance; Latino male performance; Hispanic male academic success; Latino male academic success; Community College Survey of Student Engagement

Next Page