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Few studies consider how non-cognitive factors shape outcomes for students served by Promise programs, which are programs that guarantee tuition-free college attendance within a specified geographic area. This single-institution study examined differences between enrolled and stopped-out Kalamazoo Promise scholars’ (N = 142) basic needs, motivation, and engagement. Compared to enrolled Promise scholars, a higher percentage of stopped-out students reported experiencing homelessness. Stopped-out students reported higher amotivation, lower extrinsic motivation, and lower engagement than did enrolled students. The findings revealed that amotivation, faculty engagement, and being male negatively influenced GPA, while staff interaction positively influenced GPA. Stop-out was affected by GPA, amotivation, and staff interactions. Pell eligibility did not directly influence GPA or stopping out.

This qualitative inquiry explores students’ ( N=20) perceptions of Kalamazoo Promise (KPromise), how perceptions influence student motivation, and by what means students are covering remaining costs. Responses indicated deep appreciation of KPromise, built through community efforts. Perceptions of KPromise have developed into strong motivation to perform and in times of underperformance drove guilt. As KPromise scholars assume uncovered costs, most are doing so via work. Half of the participants possess student loan debt, mostly to pay for larger up-front costs or emergencies. KPromise students still expeience financial distress; however, when put into context with non-Promise peers, these students recognize how KPromise eases such. Discussion centers on using this research in giving voice to students within tuition-free discourse and in helping institutional stakeholders better understand tuition-free students’ experiences.

Tull, A., Kuk, L, & Dalpes, P. (Eds.). (2015). Handbook for student affairs in community colleges. Sterling, VA: Stylus. 376 pp. US$95 (cloth). ISBN 978-1-62036-203-7 US$45 (paper). ISBN 978-1-62036-204-4 US$35.99 (eBook). ISBN 978-1-62036-206-8.The Handbook for Student Affairs in Community Colleges describes the role of student affairs administrators in the community college setting. Editors Tull, Kuk, and Dalpes collaborated with an array of 28 authors to identify the nuances of student affairs in community colleges using historical context, theoretical frameworks, contemporary issues, and current best practices. Each contributor is an accomplished community college administrator or university faculty member whose research is based on the community college setting.From inception to today, community colleges have filled in the gaps providing access to students with wide-ranging academic backgrounds and aspirations. To this end, student affairs professionals address student needs that vary greatly. This book details the organizational, financial, and population differences for administrators in community college student affairs.The text begins with a dedication from the editors and foreword by Arthur Cohen on behalf of the late Florence Brawer. Following this, the preface addresses the intended audience, statement of need, contribution to literature, and chapter authors. This 17-chapter volume is arranged in four parts: "Historical and Contemporary Developments," "Organizing and Leading Student Affairs in Community College Settings," "Student Affairs Programs and Services," and "The Future of Student Affairs in the Community College.""Part One: Historical and Contemporary Developments" is comprised of two chapters providing an overview of student affairs in the community college. The chapters link demographics to social movements creating a vivid picture of the changing climate within the student affairs profession. Comparative data for 4-year public and private colleges provide a glimpse of the unique and highly diverse nature of the community college. The section begins with an introduction to the seminal texts and theories guiding student affairs work, linking them to the attributes of today's community college students. Later, the discussion goes beyond demographic information to capture what students hope to achieve and the factors affecting these goals. This section provides current examples of best practices, including the role the community college has in the evolving landscape of student development theory with particular attention to millennial students."Part Two: Organizing and Leading Student Affairs in Community College Settings" is composed of eight chapters, which highlight leadership from a variety of perspectives. The text uses organizational theory to frame how differences in organizational structure and leadership affect student affairs and the community college as a whole. Strategies to improve the functionality and impact of student affairs offices are identified. The suggestions provide effective, real world possibilities in an era of limited budgets and high accountability. The perspective of the senior student affairs officer (SSAO) is captured from the viewpoints of president and practitioner. Part Two uses case studies to illustrate effective institutional change and highlights the financial challenges present for student affairs. A recurring theme in Part Two is the importance of collaboration to fulfill both academic and student affairs needs of the community college. Emergent themes include relationship building, mission support, and advocacy as an expert in student development. The authors look beyond financial challenges to identify evolving methods of funding, including development and the rise of the auxiliary enterprise on community college campuses. A comprehensive review of legal issues using community college litigation highlights areas in which the community college may be at risk. …