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- All Subjects: Educational leadership
- All Subjects: community college
- Creators: Ott, Molly
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
Promoting student engagement is a critical performance indicator for undergraduate success and is, therefore, a priority for academic institutions as they seek to improve teaching and learning practices (Meyer, 2014). Educators need to improve their instructional pedagogy by developing unique methods for engaging students with educational opportunities. Instructors who facilitate courses online face an even greater challenge in engaging students. A virtual learning community is a potential solution for improving online engagement.
This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere.
This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere.
ContributorsSneed, Obiageli (Author) / Ott, Molly (Thesis advisor) / Crawford, Steven (Committee member) / Magruder, Olysha (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
This action research case study explored the ways participation in a teacher leader learning community contributed to the identity development of teacher leaders at the Canajoharie Central School District. The goal of the study was to identify how a teacher leader learning community supported the identity of teacher leaders in their work. This action research study used a case study methodology and included qualitative and quantitative data collection. Purposive sampling identified six participants for the study. The qualitative data collection included initial and final one-on-one semi-structured interviews, meeting observation notes, research journal entries and peer interaction logs. Quantitative data were gathered using pre- and post- innovation surveys. Participants completed a pre-innovation survey and initial interview prior to the start of the innovation. Structured teacher leader learning community meetings were conducted over a four-month period of time in the Fall of 2018. Study participants led the design of collaborative group norms and meeting protocols. Participants facilitated the teacher leader learning community meetings. At the conclusion of the study period participants completed a post-innovation survey and final interview. Meeting observation notes, research journal entries and peer interaction log data were collected during the study period.
Analysis of the quantitative and qualitative data of this study suggests that teacher leader identity is supported by participation in a structured teacher leader learning community. Teacher leaders benefitted from a formal structure through which to share successes, problem-solve situations and continue growth as leaders. The findings also suggest that meeting norms and protocols benefit the work of the teacher leaders in the learning community. These findings are consistent with previous research studies which indicate that teacher leaders need opportunities to come together and network to sustain their work. The findings from this action research study may assist other school districts in supporting teacher leaders in their local context.
This action research case study explored the ways participation in a teacher leader learning community contributed to the identity development of teacher leaders at the Canajoharie Central School District. The goal of the study was to identify how a teacher leader learning community supported the identity of teacher leaders in their work. This action research study used a case study methodology and included qualitative and quantitative data collection. Purposive sampling identified six participants for the study. The qualitative data collection included initial and final one-on-one semi-structured interviews, meeting observation notes, research journal entries and peer interaction logs. Quantitative data were gathered using pre- and post- innovation surveys. Participants completed a pre-innovation survey and initial interview prior to the start of the innovation. Structured teacher leader learning community meetings were conducted over a four-month period of time in the Fall of 2018. Study participants led the design of collaborative group norms and meeting protocols. Participants facilitated the teacher leader learning community meetings. At the conclusion of the study period participants completed a post-innovation survey and final interview. Meeting observation notes, research journal entries and peer interaction log data were collected during the study period.
Analysis of the quantitative and qualitative data of this study suggests that teacher leader identity is supported by participation in a structured teacher leader learning community. Teacher leaders benefitted from a formal structure through which to share successes, problem-solve situations and continue growth as leaders. The findings also suggest that meeting norms and protocols benefit the work of the teacher leaders in the learning community. These findings are consistent with previous research studies which indicate that teacher leaders need opportunities to come together and network to sustain their work. The findings from this action research study may assist other school districts in supporting teacher leaders in their local context.
ContributorsGrimshaw, Deborah P (Author) / Ott, Molly (Thesis advisor) / Smudde, Christopher (Committee member) / Ford, Leslie (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this action research was to study the impact of managers’ roles in improving employee engagement through professional development programs and customized action plans among Merced College Student Services employees. Ultimately, the goal of the intervention was to increase levels of employee engagement among student services professionals to better thrive as a unit and for students to receive higher levels of customer service. The study was an action research study using a mixed-methods design. The participants for the qualitative one-on-one interviews were three managers, two classified professionals, and two faculty. The sampling was purposive. For the quantitative data collection, the participants of this action research study included the approximately 132 employees in the Student Services Division at Merced College.
Participants completed a pre-survey measuring their levels of employee engagement based on The Gallup Organization’s 12 dimensions of employee engagement. The survey instrument measured 12 constructs and included 36 total items. Based on the results of the pre-survey, managers within the Student Services Division participated in two professional development workshops on employee engagement. The results of the qualitative data analysis resulted in manager-developed action plans, based on the three lowest constructs from the pre-survey, for each of the departments within the Student Services Division. The customized action plans were implemented over an approximately four-month period. Upon completion of the intervention, participants completed a post-survey to assess the impact of the interventions.
The results indicated that managers who participate in employee engagement professional develop programs are able to effectively develop and implement action plans as employee engagement champions within the workplace. The post-survey scores for participants of this study did not result in improved levels of employee engagement during the four-month intervention cycle. The findings of the action research study will help develop and refine solutions to continue to improve employee engagement within higher education and other organizations.
Participants completed a pre-survey measuring their levels of employee engagement based on The Gallup Organization’s 12 dimensions of employee engagement. The survey instrument measured 12 constructs and included 36 total items. Based on the results of the pre-survey, managers within the Student Services Division participated in two professional development workshops on employee engagement. The results of the qualitative data analysis resulted in manager-developed action plans, based on the three lowest constructs from the pre-survey, for each of the departments within the Student Services Division. The customized action plans were implemented over an approximately four-month period. Upon completion of the intervention, participants completed a post-survey to assess the impact of the interventions.
The results indicated that managers who participate in employee engagement professional develop programs are able to effectively develop and implement action plans as employee engagement champions within the workplace. The post-survey scores for participants of this study did not result in improved levels of employee engagement during the four-month intervention cycle. The findings of the action research study will help develop and refine solutions to continue to improve employee engagement within higher education and other organizations.
ContributorsVitelli, Chris (Author) / Ott, Molly (Thesis advisor) / Albert, Louis (Committee member) / Duran, Benjamin (Committee member) / Arizona State University (Publisher)
Created2019
Description
Employing Queer Intersectionality, this study explored how undocuqueer activists made sense of, interacted and worked within the intersection of their LGBTQ and undocumented experience. Participants ascribed three overarching self-meanings: Vulnerability, Complexity, and Resilience. These self-meanings describe the ways participants perceived the interplay of their gender, sexuality and immigration status within the current sociopolitical context of the U.S. Recognizing their vulnerability within a state of illegibility, participants described a sense of exclusion within spaces of belonging, and wariness managing relationships with others; opting for more complex self-definitions, they resisted simplistic conceptions of identity that rendered their social locations invisible (e.g., homonormativity, heteronormativity, DREAMer); and describing themselves as resilient, they described surviving societal as well as familial rejection even when surviving seemed impossible to do so. Interacting and working within the intersection of gender, sexuality and immigration status, participants described identity negotiation and coming out as a form of resistance to institutionalized oppression, and resilience amidst simultaneous anti-immigrant, xenophobic and heterosexist power structures. Participants learned to live in multiple worlds at the same time, and embrace the multiplicity of their undocuqueer identity while seeking to bridge their communities through stories, activism and peer education. This study has implications for further understanding the way that queer politics and identity interact/ relate with various axes of inequality.
ContributorsCisneros, Jesus (Author) / Ott, Molly (Thesis advisor) / Fischman, Gustavo (Thesis advisor) / Anderson, Kate (Committee member) / Arizona State University (Publisher)
Created2015
Description
Online education is unique in part for the relatively high degrees of autonomy afforded learners. Self-direction and self-regulation, along with support, are essential for students to succeed. The site of this action research project was a new, small online public charter school for middle and high school students, Foothills Academy Connected (FAC). The purpose of this action research project was to develop an online learner support system that was built around mentorship and based on the four areas identified by the Educational Success Prediction Instrument (ESPRI) (Roblyer & Davis, 2008); thoroughly document the process; and examine its influence on students and the researcher. This study was focused on: (a) identifying students’ main challenges with online learning, (b) identifying students’ perceptions about additional supports that would improve their schooling experience, and (c) examining the process of engaging in mentorship by the emerging mentor, herself.
The study employed a mixed methods research design. Research instruments included a questionnaire adapted from the ESPRI that marked the start of the study period, visual autoethnographies, interviews, extensive research journaling to document interactions with students and parents/guardians, and a second questionnaire. The research results showed that the “emerging mentorship approach” was a worthwhile innovation for augmenting the FAC online learner student support system. In particular, developing individual student profiles based on this varied data and responding to those students’ needs were accompanied by detailed documentation to develop a mentoring approach that could be used subsequently. A finding of the research was that the ESPRI would not have been effective alone in determining a student profile and responding only on that basis. The ESPRI areas of inquiry were helpful when used in conjunction with the other data to frame students’ needs and formulate personalized plans to support struggling online learners. Online learner support literature provided scant detail on the personal experience of the individual adopting the mentor role. In this study, it was determined that the process of becoming a mentor was uncomfortable and nonlinear, and it challenged the self-directedness and boldness of the action researcher as she worked in this new role as mentor.
The study employed a mixed methods research design. Research instruments included a questionnaire adapted from the ESPRI that marked the start of the study period, visual autoethnographies, interviews, extensive research journaling to document interactions with students and parents/guardians, and a second questionnaire. The research results showed that the “emerging mentorship approach” was a worthwhile innovation for augmenting the FAC online learner student support system. In particular, developing individual student profiles based on this varied data and responding to those students’ needs were accompanied by detailed documentation to develop a mentoring approach that could be used subsequently. A finding of the research was that the ESPRI would not have been effective alone in determining a student profile and responding only on that basis. The ESPRI areas of inquiry were helpful when used in conjunction with the other data to frame students’ needs and formulate personalized plans to support struggling online learners. Online learner support literature provided scant detail on the personal experience of the individual adopting the mentor role. In this study, it was determined that the process of becoming a mentor was uncomfortable and nonlinear, and it challenged the self-directedness and boldness of the action researcher as she worked in this new role as mentor.
ContributorsEdwards, Clea (Author) / Buss, Ray R (Thesis advisor) / Archambault, Leanna (Committee member) / Kennedy, Kathryn (Committee member) / Arizona State University (Publisher)
Created2017
Description
For decades, racial campus environments, campus climate, and sense of belonging research have discovered that Black, Indigenous, and people of color students experience inequitable and racist college experiences. These experiences impact college student outcomes such as retention, persistence to graduation, and post-college career opportunities. Researchers have recently explored these theoretical concepts based on students’ experiences in their academic disciplines. However, there is a lack of research within design and the arts (including, but not limited to, dance, design, digital culture, film, fine arts, music, and theatre). This research examined whether race-based differences in the sense of belonging between White and BIPOC students exist and how BIPOC students uniquely experience a sense of belonging. The culturally engaging campus environments model and its indicators of cultural relevance and cultural responsiveness, and sense of belonging provide the theoretical framework. Mixed methods of inquiry using surveys, focus groups, and photo-voice, a participatory action research method, shed light on this budding area of research. After examining the differences between BIPOC and White students and how BIPOC students uniquely experience culturally engaging campus environments, and a sense of belonging, this research determines that most BIPOC students experience lower cultural relevance, cultural responsiveness, and sense of belonging compared to their White peers. This study also found unique ways a design and the arts education can positively or negatively impact the campus environment and sense of belonging for BIPOC students. Adverse impacts on BIPOC students' cultural relevance, cultural responsiveness, and sense of belonging include a lack of people-based diversity in design and the arts, racial diversity within the curriculum, visible equity reforms, and faculty and staff hindering their experience. Conversely, student community and supportive faculty and staff increased these components.
ContributorsStachler, Brett (Author) / Ott, Molly (Thesis advisor) / McGuire, Keon (Committee member) / Belgrave, Melita (Committee member) / Arizona State University (Publisher)
Created2023
Description
Through the past quarter century, universities and the National Collegiate Athletic Association (NCAA) have experienced increased participation from student-athletes, along with increasing academic and career advising needs. Student-athletes can find themselves getting lost within scheduling demands of their sport and identifying closer with their athletic identity. Without a universal model to address student-athlete career advising needs, assertions presented the opportunity for more examination into processes and resources provided to NCAA student-athletes. The purpose of this study was to share valuable information for stakeholders involved in the career advising dynamic. The study’s intervention provided the ability to bridge gaps in student-athletes’ athletic and academic careers, establish balance, and provide a foundation to build a successful career during and after-sport. Furthermore, facilitating collaborations between stakeholders provided increased engagement within the career advising process. To further explore outcomes within the study, participant data were analyzed separately and integrated into study findings. Participants included 10 student-athletes and 10 coach/faculty/staff, who completed surveys and post-focus groups. Participants were also provided the opportunity to engage in the intervention through career advising meetings, student-athlete success worksheets, a career advising directory, and the instruments listed. The study had three goals: to understand identified outcomes for student-athletes, to understand how and to what extent new processes and resources assisted them, and to understand perceptions regarding new processes and resources that were made available. The study and intervention were supported by the Self-Efficacy Theory, Self-Worth Theory, Attribution Theory, and Gordon’s 3-I Process. Results of the study indicated that a collaborative and inclusive career advising process for student-athletes promoted successful outcomes for participant groups. Results also revealed that participants were able to expand their support systems, enhance their knowledge/resource development, and build more relationships. Additionally, variations of engagement and understanding by participants within the study expanded on these three emerging themes, which collectively led participants to see the broader purpose encompassing the career advising process. Furthermore, an integration of quantitative and qualitative data was presented, along with connections to the existing literature and research questions. Additional discussion included lessons learned, limitations of the study, implications for practice, and implications for research.
ContributorsAnundson, Brock (Author) / Mertler, Craig (Thesis advisor) / Ott, Molly (Committee member) / Haugland, Sydney (Committee member) / Arizona State University (Publisher)
Created2022
Description
As an administrator, it is essential to understand the varying theoretical perspectives and frameworks surrounding leadership and organizational development that support employee and student success. After conducting the first two cycles of action research, it was confirmed that there was a need for an intentional focus on the employees’ experience and their professional development. This focus led to administering a distance mentoring program for higher education administrators. The distance mentoring program was a mixed-methods action research project that ran a total of eight weeks with an orientation, mentoring sessions and individual activities during the first five weeks, and individual interviews three weeks following the intervention. There were eight participants in the study who were paired into four groups of two in order to foster a mentoring relationship using the “other” mentoring model. The purpose of the study was to determine the effectiveness of the distance mentoring program with respect to increasing educational outcomes, innovation, job satisfaction, productivity, and strategic action planning for higher education professionals. The distance mentoring program was successful in generating innovative thoughts relevant to the participant’s workplace challenge, increasing job satisfaction, stimulating better solutions for strategic action planning, and creating in a positive impact on the mentoring relationship. Results surrounding productivity were mixed and inconclusive. The implementation of the distance mentoring program was designed to initiate dialogue, brainstorming, planning, and supportive measures by each participant and delivered the social and strategic elements necessary to achieve a more positive, productive, and successful work environment.
ContributorsScott, Kristina (Author) / Ott, Molly (Thesis advisor) / Aska, Cassandra (Committee member) / Maxwell, Tanisha (Committee member) / Arizona State University (Publisher)
Created2023
Description
The function and purpose of higher education has changed over the last decade. COVID-19 exacerbated that change, but well before Coronavirus exploded on the world stage, standard operations at most colleges and universities were in flux. In 2013, a New York Times article predicted many colleges and universities would shutter their doors or merge with another institution. A new paradigm for post-secondary education is emerging akin to what American community colleges have been doing since their inception; they work closely with industry and the community in which they are situated to ensure they teach skills students need to receive a living wage job upon graduation. Change and disruption have engendered problems at times tantamount to chaos in the higher education space. To make meaningful modifications in higher education, the chaos of change should be harnessed to devise a better system, as transformative chaos works its power to create a more cohesive model. Moreover, if change is not managed with expertise, it has the potential to run amok, leaving organizations in ruins. The purpose of this study was to examine how a nine-week workshop based in mindfulness and gentle movement affected College of Eastern Idaho staff members’ ability to manage constant change to see if it might augment their coping, competence, self-efficacy, resiliency and reframe the chaos of change to opportunity for their careers, their department, and the college. Mixed methods of inquiry were utilized; data sources included two pre- and post-intervention staff surveys, a focus group interview with four participants, participant journals they kept throughout the nine-weeks, and the researcher’s field notes from individual one-on-one check-ins with participants. This study demonstrated that staff members at College of Eastern Idaho had difficulty efficaciously performing their jobs because of the constant change and initiative fatigue. The study found that a nine-week Mindfulness from the Mat workshop positively impacted staff members coping, competence, self-efficacy, resiliency, and their attitudes about change. Moreover, the workshop had unexpected benefits of positively impacting participants personal lives, too. The discussion includes implications for future practice and research and potential explanations for the findings.
ContributorsBarber, Lori D. (Author) / Ott, Molly (Thesis advisor) / Henriksen, Danah (Committee member) / Redington, Lyn (Committee member) / Arizona State University (Publisher)
Created2023