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Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are

Although U.S. rates of college enrollment among 18-24 year olds have reached historic highs, rates of degree completion have not kept pace. This is especially evident at community colleges, where a disproportionate number of students from groups who, historically, have had low college-completion rates enroll. One way community colleges are attempting to address low completion rates is by implementing institutional interventions intended to increase opportunities for student engagement at their colleges. Utilizing logistic and linear regression analyses, this study focused on community college students, examining the association between participation in institutional support activities and student outcomes, while controlling for specific student characteristics known to impact student success in college. The sample included 746 first-time, full-time, degree-seeking students at a single community college located in the U.S. Southwest. Additional analyses were conducted for the 440 first-time, full-time, degree-seeking students in this sample who placed into at least one developmental education course. Findings indicate that significant associations exist between different types of participation in institutional interventions and various student outcomes: Academic advising was found to be related to increased rates of Fall to Spring and Fall to Fall persistence and, for developmental education students, participation in a student success course was found to be related to an increase in the proportion of course credit hours earned. The results of this study provide evidence that student participation in institutional-level support may relate to increased rates of college persistence and credit hour completion; however, additional inquiry is warranted to inform specific policy and program decision-making at the college and to determine if these findings are generalizable to populations outside of this college setting.
ContributorsBeckert, Kimberly Marrone (Author) / De Los Santos Jr., Alfredo G (Thesis advisor) / Thompson, Marilyn S (Thesis advisor) / Berliner, David C. (Committee member) / Arizona State University (Publisher)
Created2011
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Description
In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s

In this study, the current literature regarding student engagement and student voice were reviewed to explore the connection between these two classroom elements. Currently, frequently incorporating student voice in order to increase student engagement most commonly takes place at the high school and university levels. Thus, utilizing Finn’s (1989) participation-identification theory, this study set out to implement a practical design intervention in an elementary classroom to increase student engagement through the incorporation of student voice. Using Design-Based Research, I implemented a collaborative reflection process which allowed students, teacher/researcher, and co-educators to provide feedback on classroom task and participant structures. The feedback was then considered for further iterations of the task and participant structures. This was a pilot study of the collaborative reflection process and was implemented in a fourth-grade math classroom with 26 participants. Along with participating in the collaborative reflection process, the student participants also took a 26 question Learner Empowerment Measure to survey their feelings of identity with the classroom before and after the design intervention. After analyzing audio data gathered during the classroom tasks, as well as student feedback, it was found that student participation did increase due to the design intervention. However, there was no measurable difference in students’ feelings of identity with the classroom due to the collaborative reflection process. Future studies should consider implementing the collaborative reflection process in multiple classrooms across diverse activities during the school year.
ContributorsSanders, Elizabeth (Author) / Zuiker, Steven (Thesis advisor) / Jordan, Michelle (Committee member) / Henderson, J. Bryan (Committee member) / Arizona State University (Publisher)
Created2019