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- Creators: Arizona State University
- Creators: Costello, Joseph R.
Description
President Obama's (italic)Completion Agenda (/italic) is a plan that emphasizes improved student retention and persistence. The agenda also emphasizes the important role community colleges play in moving the nation toward economic prosperity. Current statistics indicate that nearly 48% of first-time college students are lost to attrition before the end of a student's first year of college. Student success is largely determined by student experiences during the first year; in order to address the (italic) Completion Agenda (/italic), colleges will need to support initiatives designed to help first-year students succeed. This study investigated the effectiveness of peer mentoring and college success courses on developing the self-efficacy of first-year community college students by evaluating the effectiveness of two course formats of a college success course; one format uses support of a peer mentor(s) and the other format does not use support of a peer mentor(s). The self-report College Student Self-Efficacy Inventory (CSEI) served as a data source instrument designed to measure the college experience in general and, in particular, the degree of confidence students have in their abilities to successfully perform a variety of college-related tasks. The CSEI consisted or 20 questions designed to measure three principle factors: academic self-efficacy, social self-efficacy, and social integration self-efficacy. Student demographic factors, including gender, age range, ethnicity, educational background, and data pertaining to the participants' educational goals and enrollment history, were also examined. Analysis methods included descriptive statistics, a t-test, and a one-way analysis of variance (ANOVA) measuring differences for each factor based on whether the student was supported by a peer mentor or not. Data analysis revealed no immediate measurable differences between the two formats; however, findings could suggest that the seeds of college success were nurtured and the experience of being enrolled in either course format of a student success course has yet to be realized. It was assumed that understanding the relationship between the two course formats and development of students' self-efficacy would provide useful insight into the effectiveness, merit, or value of peer mentoring and college success courses.
ContributorsMiranda, Vivian (Author) / Mcintrye, Lisa (Thesis advisor) / Hesse, Marian (Committee member) / Solley, Anna (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
Community colleges serve an important and pivotal role in society. Neighborhood community colleges attract local students and students who attend community colleges do so for reasons including convenience and cost savings of living near or at home, lower tuition, developmental education courses, vocational training, ESL courses for English Language Learners, and a myriad of student and college resources. Community college faculty and administration work hard to meet the needs of by providing vocational and university transfer programs.
This research study is about the proliferation of online learning and the community college’s struggle to offer online course and keep students enrolled. In an effort to keep up with new educational innovations such as learning online, community colleges offer and fill online courses. However, attrition in online courses is high. Educators continue to innovate and change in areas of course design and online teaching pedagogy, but online learning lacks the physical presence of teacher-student and student-to-student contact and connectedness to the class itself. This study investigates whether it is possible, and effective, for educators to include non-content related curriculum that tries to boost student connectedness to the class, reduce stress, and increase focus so students are more likely to stay enrolled or at least gain more self-efficacy.
I chose mindfulness and its myriad of benefits to incorporate into assignments to enhance the online learning experience and keep students enrolled and passing. This study used one class section of online ENG102 students in a small, urban community college. Within the online course students were introduced mindfulness through periodic opportunities to read about and participate in mindfulness activities.
Results indicate that students still withdrew or stopped participating in the course, even after just a couple weeks and with minimal opportunity to engage in the mindfulness exercises. Students who did stay enrolled and participated in the mindfulness exercises reported that mindfulness did relieve stress and increase focus in general and when approaching course work. Attrition remained high. The implications for online educators indicate that more than just mindfulness is needed to address the attrition problem in online courses.
Keywords: mindfulness, attrition, online learning
ContributorsRomirowsky, Kelly (Author) / Hermanns, Carl (Thesis advisor) / Archambault, Leanna (Committee member) / Lindsey, LeeAnn (Committee member) / Arizona State University (Publisher)
Created2018
Description
Indigenous students have not been achieving their educational goals similar to other racial and ethnic groups. In 2008 Native American students completed a bachelor's degree at a rate of 38.3% the lowest rate of all racial and ethnic groups and lower than the national average of 57.2%. The high attrition rate of Native students in post-secondary education, nationally, suggests that on-going colonization may be to blame. Much of the research exploring retention strategies found culturally sensitive institutions, family and peer support, supportive relationships with faculty and staff, skill development, and financial aid knowledge were consistent factors for student retention. No studies have examined the effects of cultural workshops as decolonizing practices, however. This action research examined the influence of a series of cultural workshops to address Native student and college community needs. Employing a mixed-methods design, this project framed the cultural workshops within decolonization and historical trauma. Five student participants attended five cultural workshops and completed questionnaires to offer insight into their college behaviors while journals were used to learn about their experiences within the workshops. The results of this study are consistent with the literature. There was no change in relationships as a result of the intervention, but relationships with faculty and staff that mimicked family were reported as important for student success. Participating students were at early stages in the decolonization process but were further along when they had experiences in college with American Indian Studies or faculty. Students felt that colonizing practices at the college must be challenged and Indigenous traditional practices must be integrated to create a culturally competent institution. Additional sessions are recommended to increase data collection and allow participants to develop and share their rich feedback with the college.
ContributorsScott, Mona (Mona C.) (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2018
Description
The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their dual roles as teacher-artists. I studied if and how the teacher-artist places emphasis on one position over the other, or how they successfully synthesized these positions. I also investigated the phenomenon by considering the why, how and which role they accentuated, as well as it affects and influences on their creative and teaching activities. By using a feminist theory, the research uncovered information on how gender may or may not affect their careers, as well as their identities.
ContributorsKeele, Teresa (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018
Description
The transition experience for students who are transferring from community college to university can be an overwhelming experience for any typical student, but can be even greater for students with vulnerable backgrounds. This phenomenological action research study followed the five-month community college to the university transition experience of five students in a scholarship program. The students participated in a three-part intervention in support of their transition experience. Three theoretical perspectives framed the study: community cultural wealth, transition theory, and transfer student capital. This framework enabled me to first identify the strengths the students possessed, despite their vulnerable backgrounds, through participation in individual interviews. The students then participated in pre- and post-focus groups and completed pre- and post-questionnaires. Through these, they identified which transition coping skills were their strongest and which transfer capital they possessed from their community college experience. They also shared how they applied those prior learned skills and capital at the university. This study revealed how these students utilized their strengths at moments when they lacked certain coping skills and transfer capital during their transition experience. One particular strength was how the students accessed the resources of the scholarship program at the center of this study to help them with their sense of the ability to succeed at the university.
ContributorsMartinez, Jo Ann Lopez (Author) / Harris, Lauren M (Thesis advisor) / Mcintyre, Lisa (Committee member) / Plinske, Kathleen (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
Although it is generally acknowledged that a college degree is foundational to achieving success in the 21st century, only 19.5% of those entering public community colleges graduate with an associate's degree within three years (NCES, 2014). Many challenges have impeded students including being underprepared to transition from high school to college, being a first-generation college student, and having limited support networks.
The purpose of this action research project was to implement a college-going readiness program designed to increase the social and personal readiness of high school students making the transition from high school to college. The College Transition Project, the intervention, offered a series of face-to-face class sessions for students and online supplemental materials for students and parents (a) guiding and assisting students in navigating the college system, (b) improving social readiness, and (c) increasing goal setting, time management, communication, and stress management. The curriculum was designed to include key topics including potential pitfalls or challenges common to previously unsuccessful college students. Goal orientation, co-regulation, and self-regulation theories provided frameworks supporting the intervention. Over a five-week period, an instructor taught students who received information on these topics; while students and parents could review online resources at any time.
A concurrent mixed methods research design was employed and data included pre- and post-intervention surveys, field notes, and post-intervention interviews. Results indicated some modest outcomes were attained. Quantitative results indicated no changes in various study measures. By comparison, qualitative data showed students: recognized the usefulness of co-regulation as it related to college preparedness, realized self-regulation efforts would aid their transition to college, and developed some college navigation skills that would facilitate transition to college. Most students acknowledged the need to identify goals, engage in self-regulation, and practice self-efficacy as critical components for students transitioning from high school to college. The discussion explained the outcomes in terms of the theoretical frameworks. Implications focused on additional ways to develop self-efficacy and employ co-regulated activities and relationship building to aid in developing motivation and to nurture emerging identities in students who were transitioning from high school to college.
ContributorsSanchez, Luís, Ed.D (Author) / Buss, Ray (Thesis advisor) / Gonzales, Steven (Committee member) / Span, Derrick (Committee member) / Arizona State University (Publisher)
Created2017
Description
As open-door institutions, community colleges provide access to students from a wide range of backgrounds, experiences, and cultures. Yet while enrollment of students of color in community colleges continues to increase, representation by faculty of color has not. This qualitative study investigated community college faculty search committee members' implicit and subjective observations, values, and beliefs about ethnic/racial diversity in order to gain an understanding of how they may influence the faculty hiring process. The researcher interviewed 12 subjects-- administrators and faculty members at three community colleges in a large district in the southwest region of the United States--who served on faculty search committees from 2006-2009. Findings revealed three major themes: (a) the communication of diversity; (b) search committee dynamics with the sub-themes of role of the chair, role of administration, and the issue of time; and (c) subjects' observations, values, and beliefs, with the sub-themes of conflict, the idea of a "good fit," colorblindness, self-perception of having attained enlightenment about diversity, and the blaming of applicant pools. Discussion of the results was facilitated by utilizing three critical race theory constructs: (a) the pervasiveness of racism as ordinary and normal, (b) the use of Whiteness as the normative standard, and (c) the rejection of liberalism. The findings support the literature's assertion that colleges and faculty search committees can publically claim to value diversity but engage in practices that are incongruent with such claims. Despite the best institutional rhetoric on faculty diversity, failure to address search committee members' values, beliefs, and behaviors will result in little change. Communication and effective leadership can help increase faculty of color representation at community colleges. Communication about the relevance and practical application of diversity should be strong and consistent. Additionally, search committee definitions of "qualified" need to be challenged specific to members' colorblindness and beliefs in the effectiveness of meritocracy. Moreover, leadership is needed to advocate and hold people responsible and accountable for inclusive practices. Critical race theory served as a useful theoretical framework to identify the obstacles and analyze policies and power structures that facilitate underrepresentation of faculty of color in community colleges.
ContributorsFujii, Stephanie J (Author) / De Los Santos, Jr., Alfredo G. (Thesis advisor) / Turner, Caroline S. (Thesis advisor) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2010
Description
Health science students like students in many disciplines exhibit difficulty with transferring content from one course to another. For example, the problem explored in this study occurred when overlapping concepts were presented in introductory biology and chemistry courses, but students could not transfer the concepts to the other disciplinary course. In this mixed method action research study, the author served as facilitator/leader of a group of colleagues tasked with investigating and taking steps to resolve this student learning transfer problem. This study outlines the details of how an interdisciplinary community of practice (CoP) formed between chemistry and biology faculty members at a community college to address the problem and the benefits resulting from the CoP. Quantitative and qualitative data were obtained from transcripts of meetings of the faculty members, notes from other formal and informal meetings, classroom visits, a questionnaire containing Likert and open-ended items and interviews. Transcripts, notes, and interviews were coded to determine common themes. Findings suggested the CoP was an effective means to deal with the matter of student transfer of content across courses. In particular, the CoP agreed to use similar terminology, created materials to be used consistently across the courses, and explored other transfer specific approaches that allowed for transfer of course content. Finally, the benefits of the CoP were due in large part to the collaboration that took place among participants.
ContributorsSteele, Bronwen (Author) / Buss, Ray (Thesis advisor) / Zambo, Ron (Thesis advisor) / Rivera, Rey (Committee member) / Arizona State University (Publisher)
Created2011
ContributorsCostello, Joseph R. (Performer) / ASU Library. Music Library (Publisher)
Created1992-04-03
ContributorsCostello, Joseph R. (Performer) / ASU Library. Music Library (Publisher)
Created1999-11-21