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Racially minoritized students (RMS) face substantial disparities in college persistence and completion rates (Museus & Saelua, 2017). In particular, Black student enrollment at public two-year or community colleges has declined significantly, dipping below 13% in 2020, while for-profit institutions have maintained enrollment of Black students at roughly 28% over a 10-year period (AACC, 2023). Because community colleges have a reputation for being low-cost, high-quality institutions with more than 60% of its graduates free of student loan debt (AACC, 2019), proper attention must be given, and action taken to identify and address the needs of RMS in the community college settings to increase persistence and graduation rates. Sociological research on community colleges highlights the stratified tension between the increased provision of access as open-door institutions against low rates of successful completion (Schudde & Goldrick-Rab, 2014). While culturally relevant education practices have been most successfully implemented in the K-12 space (Ladson-Billings, 1995), an amplified call goes out to responsible community college leaders for the creation of culturally relevant campus environments. Using the culturally relevant leadership practices framework (Jones et al., 2016), this cross-case study explores the roles and practices of presidents and executive leaders within the context of their community colleges to determine how they create spaces for Black student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigates the impact of mindfulness meditation practices on the mental health and well-being of a specific community college population. Inspired by studies on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT), the focus of this research is on participants who attended the free "Just Breathe Series" mindfulness meditation workshops, offered biweekly to students, faculty, and staff. The study by Waters (2015) (The School-based Meditation Model) was utilized as a theoretical framework, and a qualitative approach with a hermeneutic phenomenological perspective was used to analyze the data. The data was collected through voluntary written surveys and oral, recorded interviews. The research delves into participants' subjective experiences, providing an in-depth understanding of mindfulness practices in the educational context (Zell, 2021). Additionally, the study seeks to contribute to the theoretical understanding and practical application of mindfulness in higher education (Crane et al., 2012; Ramler et al., 2015). By exploring potential benefits of mindfulness meditation workshops, this study aims to answer specific research questions centered on the effects of mindfulness meditation workshops on participants' well-being (specifically reduction of stress and increased focus), social competence, and academic achievement, inspired by the work by Waters (2015). The investigation into well-being within the scope of this study revolves around elements such as anxiety, stress, and depression, as well as optimism, positive affect, self-concept, and self-acceptance, drawing from Waters's (2015) model. Additionally, the concept of "subjective well-being" by Diener (1984) is utilized, capturing self-reported happiness and life satisfaction. The evaluation of mood predispositions relative to well-being involves the use of "Negative affectivity" (NA) and "positive affectivity" (PA). Overall, the information provided by participants indicates a noticeable positive influence of mindfulness meditation workshops on all the areas investigated through the research questions. The written surveys provided more specific information on the participants' own ratings of their emotional state before and after the workshops, while the interviews allowed for a wider range of feedback and individual take on the effectiveness and the effects of the "Just Breathe" workshops on each of the areas investigated through the research questions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative descriptive study is to explore how first-year Black American students describe the role of resilience, as expressed through the components of purposefulness, adaptability, social support, and confidence, in fostering student success in online undergraduate US higher education institutions. The main theoretical foundation of this study was the Robertson-Cooper Model of Resilience. This study described how resilience was a factor in student success for Black American. There are five research questions: How do first-year Black American students enrolled in an online undergraduate program describe the role of resilience, through the components of purposefulness, adaptability, social support, and confidence in fostering student success? The population was Black American undergraduates in online institutions of higher education. The sample was 10 Black American first year undergraduate students 18 plus years old in online two or four-year institutions of higher learning. They were recruited from social media and the APA division 1 listserv. Data Analysis was done through Braun and Clarks six step thematic analysis. The researcher examined the five research question themes and determined that there are five overarching themes. These were Overcoming Obstacles and Achieving Goals, Self-belief, Implicit Bias, Adaptability, and Lack of School Support. Conclusions: The Robertson-Cooper Model of Resilience is useful in understanding the role of the factors of resilience, purposefulness, social support, confidence, and adaptability as it applies to academic success. The study gave significant insight into the components of resilience and student success of the Black American Undergraduate Student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological study explored the perceptions and experiences of Black men who participated in the MOCI. The study uncovered insights into what aspects of the program were effective and where improvements could be made according to the student participants. Employing a phenomenological design, the research identified commonalities among the participants' experiences (Creswell & Creswell, 2018; Moustakas, 1994; Rubin & Rubin, 2012). The structure of understanding surrounding participants in the MOCI program was meticulously facilitated using phenomenology (Creswell & Creswell, 2018). The interviews were not just semi-structured but also empathetic, with prepared open-ended questions followed by probing inquiries, all aimed at capturing the essence of the students' experiences (Creswell & Creswell, 2018; Crouch & McKenzie, 2006; Saunders & Townsend, 2016). Three research questions guided the study in elucidating the perceptions and experiences of Black men who participated in the MOCI program. This transcendental phenomenology research revealed that participants consistently expressed a sense of brotherhood, valued program activities and networking opportunities, and felt supported and cared for throughout their involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There was a recognized high rate of students enrolled in technology programs who did not graduate college. Scholars who had studied predictors of college completion surmised there were several behavioral traits associated with a student achieving their college objectives through graduation; one of those factors was persistence. Persistence, the unyielding continuance to succeed despite any challenge, was one of the major factors in college completion. Traditionally, research on student persistence focused on the predictors of dropout, with less emphasis on why students changed programs to non-technology programs or why they left the technology program or college entirely. This study was conducted at a community college to examine personal and institutional factors that caused the continual decrease of program completion and graduation rate in postsecondary technology programs. This research explored coping mechanisms that technology students 18-years and older indicated were methods to help them persist in school. In addition, this study examined factors such as motivation, emotion, and economic variables that may have accounted for a lack of persistence. The methodology was a qualitative format which examined the persistence factors such as gender, age, economics, educational status, and many other factors that may have contributed to why students were not completing their technology program and not progressing in their studies, thereby stagnating their personal and financial growth. The findings of this research can be used to develop strategic initiatives that might improve student persistence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study used an explanatory sequential mixed methods approach to compare student experience and academic performance in an asynchronous online community college course delivered in three formats: accelerated (5-week) cohort, accelerated (5-week) non-cohort, and non-accelerated (16-week) non-cohort. Quantitative results showed no significant difference in final grades, successful course completion, or withdrawals among course formats. No significant differences emerged in course learning outcome (CLO) attainment among course formats, except for the public speaking CLO, with 16-week non-cohort students performing significantly better than 5-week non-cohort students. Quantitative results also revealed that 5-week cohort students rated their course and instructor significantly higher on course evaluation surveys (CES) than 16-week non-cohort students. Qualitative findings supported quantitative results on academic performance; however, qualitative data contradicted differences identified in CES results by revealing similar student experiences across course formats. Overall, this study highlights the nuanced effects of course format on student outcomes and provides insights into online asynchronous course offerings in community college settings. Recommendations include maintaining a range of asynchronous course formats to allow students the flexibility to select the course format that best aligns with their needs, alongside the implementation of support measures such as online orientations to prepare students for asynchronous coursework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is composed of three studies linking general education astronomy to student performance, course-taking, graduation, and identity. The first study examined demographic and academic predictors of astronomy performance among a cohort of N=1,909 community college students enrolled in astronomy courses in a large suburban community college (2015-19). Transcript data analysis with a deconstructive approach was employed with student demographics and academic coursework and performance. A logistic regression model identified mathematics achievement, enrollment in remedial mathematics, and enrollment in multiple astronomy courses to be significant predictors of performance. The results imply a greater focus on mathematics preparation and performance may mediate astronomy outcomes for community college students. Notably, demographic variables were not significant predictors of astronomy performance, suggesting the course is a potential gateway for diversifying science, technology, engineering, and mathematics (STEM) access. The second study examined ways in which community college graduation rates may be improved. Decision trees were utilized to examine the STEM course-taking patterns of N=5,065 students who matriculated in remedial mathematics. The research was guided by Tinto's academic and social integration framework, with decision trees identifying the likelihood of graduation. Nine rules from the decision tree were identified. The most important variable predicting graduation was completing College-Level Mathematics. General education sciences courses such as Astronomy, Geology, and Environmental Science were the most important science courses predicting graduation. Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students plan course sequences. The third study was a qualitative phenomenological exploration of astronomy identity formation among astronomy majors and physics majors engaged in astronomy research (N=10). Social cognitive career theory and the physics identity framework guided the analysis to identify a framework for astronomy identity and examine why students choose and persist in astronomy. The astronomy identity framework included six constructs: (1) interest; (2) recognition; (3) socialization; (4) competence; (5) sense of belonging; and (6) outcomes expectations. Implications include ways to foster more inclusive astronomy departments and setting realistic expectations for students' future careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges serve a large percentage of historically under-represented populations including students of color, low-income, and first-generation students. Unfortunately, less than half of students who begin at a community college return the following Fall and only about one-fourth of students eventually graduate. Previous research indicates that students' sense of belonging may be a key factor in retention and completion rates. However, large-scale datasets have yet to comprehensively explore students' sense of belonging in the community college setting. To address that issue, the purpose of this quantitative exploratory study was to examine individual and institutional variables associated with a measure of students' institutional sense of belonging in their first and third years of school. Additionally, the research assessed how sense of belonging was related to measures of student academic success. The data are a subset of community college students who participated in the nationally representative NCES 2012-17 Beginning Postsecondary Students Longitudinal Study (BPS) (n = 6,700). Analyses revealed that student perceptions of faculty and peer interactions, satisfaction with academic and social experience, and academic confidence were most related to student sense of belonging. Differences were found between contributors to first- and third-year sense of belonging and between student demographic groups. Sense of belonging was found to increase the likelihood of students being retained at an institution and of completing a degree or certificate. By focusing on factors most related to community college students' sense of belonging, institutions can leverage resources to support student retention and degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges face enrollment declines, student performance, and accountability metrics, the need to support nontraditional students' career paths, and constraints imposed by limited resources. Community college leadership would benefit from empirical data on students with nontraditional GED credentials and the effects of remedial education on the time required to complete an associate degree. This information is crucial for administrators to make informed decisions to implement targeted strategies to support students, improve time to degree completion, and enhance cost-effectiveness measures for the college. This study investigates the relationship between students in Arkansas with traditional and nontraditional secondary credentials and the impact of college and career readiness on the time to complete an associate degree. Two research questions were pursued: "Do nontraditional students in Arkansas with GEDs complete their associate degree in more time than traditional students with high school diplomas after controlling for student characteristics?" and "Does being college and career ready decrease the time to completion of an associate degree after controlling for student characteristics?" Employing Bean and Metzner's (1985) model of nontraditional undergraduate student attrition as a theoretical basis, this study conducts a cross-sectional regression analysis using Arkansas Higher Education Information System (AHEIS) data. Specifically, the study looks at Arkansas community college graduates who completed an associate degree in 2021-2023 to determine if a relationship exists between secondary credential type, college and career ready status, and time to associate degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My Dissertation in Practice concentrated on sexual assault in community colleges with a focus on a mid-western community college. Sexual assault is a pervasive issue that has plagued higher education for years. The purpose of this quantitative descriptive exploratory research study was to explore students' knowledge and awareness of the policies and procedures with respect to sexual assault as well as support services available for victims of sexual assault in a community college setting. The purpose was to also to learn about students' perspectives on the usefulness of sexual assault training if they received training. The following research questions and sub-question guided the study: RQ 1: How knowledgeable and aware are the students at a Mid-Western community college of sexual assault? Sub-Question: Are there significant differences in knowledge and awareness of sexual assault based on the students' full-time or part-time status? RQ 2: What are the students' perspectives on the usefulness of sexual assault training at a Mid-Western community college? A quantitative approach was the chosen methodology for this study. The targeted participants were freshman students. The data collection method for the study consisted of a noninterventional, anonymized, web-based survey. My findings concluded that 28 students did not receive sexual assault training. Most of the students were at least moderately knowledgeable (16) about how to report a sexual assault at this school but least aware (18) of where they can find 24/7 support related to sexual assault. Findings highlighted opportunities for college officials at the mid-western community college to better explore ways to engage students' knowledge and awareness of sexual assault. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Associate in Applied Science (AAS) degree graduates often enter the workforce immediately upon graduation. This study examined the vertical transfer decision-making processes of these students as they considered whether to enter the workforce upon graduation or transfer to a four-year university in search of an applied engineering degree. The researcher gathered data from eight community college students in the second half of their two-year industrial trades degree program to understand how their perceptions of academic and social influences affected their post-graduation plans. The researcher collected the data utilizing 60-minute recorded Zoom interviews, automatically generated transcripts, and analytic memos following each interview. The researcher analyzed the data using in vivo coding methods and QDA Miner Lite software. Themes evolved from an affinity diagram which was used to synthesize the study findings. Findings indicated that academic influences, social influences, graduate choices and student self-efficacy had the greatest impact on transfer decisions. The findings identified implications for universities, community colleges, and other stakeholders. For example, community colleges should improve student knowledge of AAS degree transfer options, with particular focus on faculty advisement. Universities and other stakeholders also have responsibility to ensure AAS graduates perceive four-year program options as advantageous in meeting their career goals, including making potential transfer students aware of social learning opportunities not available at community colleges. All stakeholders share responsibility for improving articulation for traditionally nontransferable Associate in Applied Science degree graduates. The findings also suggested that students with high self-efficacy based upon their hands-on learning experiences perceived themselves to be potentially strong four-year university engineering students. However, barriers related to outcome expectations, like the expectation to enter the workforce after graduation without considering vertical transfer, were present among participants. and in need of further study. Researchers need to continue to study AAS vertical transfer, specifically community college AAS graduates and related outcome expectations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation consists of three empirical studies that explore the educational experiences and trajectories of English learners (ELs) and students with disabilities. The first study uses longitudinal data from four large California school districts to examine the characteristics of long-term ELs (LTELs) and former ELs--those reclassified as English language proficient--with Learning Disabilities (LDs) and to explore high school absenteeism within these groups. The results indicate that LTELs and former ELs exhibit lower absenteeism rates than their non-EL peers. However, LTELs with LDs experience higher absenteeism rates than former ELs with LDs, particularly in the upper grades of high school. The second study explores heterogeneity in career and technical education (CTE) coursetaking across 16 career clusters and the associated outcomes for LTELs, former ELs, and non-ELs. Using the Texas Statewide Longitudinal Data, this study examines whether CTE concentration in high school is related to the completion of postsecondary credentials and workforce earnings and explores variation among non-college-going students. The findings reveal a nuanced effect of CTE concentration: across all groups, irrespective of postsecondary participation, health science and STEM clusters enhance credential attainment and earnings, with the manufacturing cluster yielding the highest labor market returns. While former ELs and non-ELs similarly benefit from CTE concentration across clusters, LTELs do not equally share these benefits. The third study leverages the Texas Statewide Longitudinal Data to examine the characteristics of students with non-apparent disabilities who receive disability accommodations in community college, including those with LD, other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). This study examines whether receiving accommodations and the timing of their initial receipt influence degree completion and vertical transfer. Findings reveal that students with LD and OHI consistently benefit from accommodations, regardless of when these supports are accessed. However, students with EBD and ASD do not uniformly benefit from accommodations; notably, students with ASD who delay accommodation requests until their fourth semester or later are less likely to complete a degree or transfer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was the trend of students completing health sciences stackable credentials not pursuing the related health sciences associate degree after completing the stackable credential, despite the availability of the streamlined pathway. The purpose of this qualitative exploratory case study utilizing semi-structured interviews and thematic analysis was to understand the effectiveness of community college leadership in the health sciences by applying multi-dimensional leadership qualities for improving student development practices that guide students to complete an associate degree in the health sciences through streamlined pathways of stackable credentials. The study participants were health sciences students enrolled in stackable credentials. They participated in two semi-structured interviews, where they shared their academic and career goals, the challenges they faced on their academic journey, their specific needs, and the kinds of leadership qualities they believed would be necessary to address their needs. This qualitative exploratory case study determined, through thematic analysis of the collected data, that health sciences students enrolled in stackable credentials needed increased engagement opportunities, where student development was the focus. The recommendation for systemic change was that leadership, faculty, and staff develop, implement, and provide ongoing structured mentoring services to health sciences students directly in the health sciences center. Through the recommended mentoring services, students enrolled in stackable credentials would develop much-needed critical thinking and self-efficacy skills for goal development and decision-making. Recommendations for future research include repeating the study with a larger sample across multiple community colleges, learning more about designing a robust health sciences mentoring center, and gaining a better understanding of student development experiences among different demographic populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research aimed to determine if community college students who complete an associate degree before transferring are likelier to complete a baccalaureate degree than those who transfer before completing an associate degree. Additionally, this study examined if the type of institution, public vs. private, that a student transfers to impacts completing a baccalaureate degree. This research was conducted using 4,167 students who attended a community college between 2012 and 2018 and transferred to one of three baccalaureate institutions. Using data from the National Student Clearinghouse, this study showed that students who completed an associate degree prior to transfer were more likely to complete a baccalaureate degree. Additionally, the type of institution a student transferred to had a significant impact on the student's likelihood of completing the baccalaureate degree. In a society that recognizes the importance of a college education concerning lifelong earnings potential, this study's recommendations may help improve both associate and baccalaureate degree completion rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative research study was to determine if differences exist in academic achievement based on student SES as measured by grade point average (GPA), credit hours earned, and completion of the academic year for rural community college students enrolled during the 2018-19 academic year. The study used existing data from a multi-campus rural community college located in the Southeastern region of the United States. To answer the research questions, existing data were collected from this community college. The independent variable collected was SES, as measured by Pell grant eligibility. The dependent variables collected included GPA, credit hours, and completion. T-tests were conducted to answer research questions 1 (GPA) and 2 (credit hours earned). A Chi-Square Test for Independence was used to answer research question 3 (completion). Results for research question 1 indicated no statistically significant difference in GPA based on SES. Results for research question 2 indicated a statistically significant difference for credit hours earned based on SES, but not in the way literature supported since low SES students had higher credit hours earned. Results for research question 3 indicated no statistically significant relationship between completion of the 2018-19 academic year and SES. As a result of the study, recommendations to the leadership of the community college were given in hopes that it will lead to the betterment of the college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Retention rates are considerably lower for students attending two-year postsecondary institutions when compared to their counterparts at four-year postsecondary institutions. This disparity may stem from the greater number of nontraditional students at two-year postsecondary institutions, who often struggle to balance their studies and non-academic responsibilities. In order to enhance the academic performance and persistence of students at two-year postsecondary institutions, educators have offered course formats that are more flexible than the traditional face-to-face format. This study compared student retention and academic performance across the following three course formats: traditional (16-week face-to-face), online (16-week online), and online compressed (5-week online). This study also investigated if the effects of six student and course characteristics (gender, ethnicity, age, cumulative GPA, enrollment status, and STEM) varied across the different course formats in terms of student retention and academic performance. Multilevel modeling was used to analyze the persistence and academic performance of 22,280 students attending seven community colleges in Hawai?i. Results demonstrated that the 5-week online course format yielded higher academic performance than the traditional course format. However, there was no significant difference between the 16-week online and traditional course formats in terms of academic performance. For student retention, the 5-week online course format produced the highest retention rates, followed by the traditional course format with the 16-week online course format producing the lowest retention rates. Overall, the effects of the six characteristics on student outcomes varied across the different course formats. This study concluded that 5-week online courses had the potential to enhance student retention and academic performance at two-year postsecondary institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Increasing graduation rates continues to be a high priority for administrators at community colleges nationwide. While several factors affect graduation rates, many researchers focus on how a student's status as declared or undecided may impact their likelihood of graduating. This study aims to examine the potential relationship between matriculating with or without a major declared and degree completion. There exists a perception that an early decision about a major is a critical step in ensuring students graduate. Many institutions require or strongly encourage students to declare a major before enrolling in their first semester. Previous research about undeclared students and degree completion is lacking and dated. Conceptually framed within Astin's (1993) input-environment-output model, logistic regression analyses will be conducted using institutional records and National Student Clearinghouse data for the Fall 2016 cohort at a community college in Oklahoma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges are institutions that provide access to higher education to anyone with a high school diploma or GED (Kim & Dolan, 2015). The student body is highly diverse and may not be prepared for academic coursework (Cohen et al., 2014). These challenges may be supplemented through embedding services directly into college courses. The focus of this study is specifically on embedding librarians in undergraduate courses that have a research component. For students that have been out of school for a while, or just struggled with research while in high school, an embedded librarian might be a resource that aids in student success. In order to understand what motivates a faculty member to embed, or not embed, a librarian in their courses, I conducted an exploratory qualitative case study at a single institution in the southeastern United States. Interviews were conducted with nine full-time faculty members from this institution. They reflected a variety of campuses, departments, and faculty static levels. I then utilized In Vivo coding for first cycle coding and focused coding for second cycle coding. As a result of the study, I found some common understanding of roles and tasks that embedded librarians can have in college courses; however, I also discovered some underlying emotional reactions to embedding that ranged from excitement to worry. It seems that there is some room for development when explaining what embedded librarians should do, and what embedded librarians should not do. Much of this knowledge comes about through relationships development, and ongoing communication, between the embedded librarian and the faculty member. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community colleges prepare nontraditional students for a variety of careers. Although the colleges promote flexible class schedules and faculty who understand their students' social and economic statuses, nontraditional students often need help prioritizing their college responsibilities. The purpose of this phenomenological qualitative study was to examine adult nontraditional career and technical education (CTE) students' motivations, personal needs, and inside- and outside-classroom influences on the ways they prioritized their time. The study addressed three primary research questions: What are the overall responsibilities of nontraditional CTE students seeking careers? How do nontraditional CTE students prioritize college and personal demands? Where and from whom are nontraditional CTE students receiving guidance related to prioritizing their time to reach their educational goals? In this qualitative study, participants' lived experiences could be categorically grouped into two categories: participants with dependents and participants without dependents. Using reciprocating determinism and hierarchy of needs theories, this study found nontraditional CTE students with dependents prioritized their college responsibilities last. They had to make lose--lose decisions that negatively impacted their education, family obligations, or education if they could not find empathetic employers or faculty to help them navigate their responsibilities. Based on the findings of this study, different teaching strategies are recommended among subgroups of CTE nontraditional students. This suggests that colleges consider changing how committees evaluate future professors to meet the needs of nontraditional community college students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addresses the critical issue of low-income student success at Tri-County Community College (TCCC), with a specific focus on reducing the financial barriers posed by commercial textbooks. Recognizing the disproportionate impact of these costs on low-income students, the study implements an improvement initiative leveraging Open Educational Resources (OER) as a solution. Faculty at TCCC were provided with training and support to integrate OER into their courses, replacing more expensive commercial textbooks. The study employed improvement science methodology to evaluate the effectiveness of this initiative. The primary objective was to assess whether the use of OER could narrow the academic success gap for low-income students. This involved a comprehensive data collection and analysis phase, comparing low-income student success in OER-implementing courses against historical data from previous semesters. The study's findings offer valuable insights into the potential of OER to enhance academic equity, as well as noting common concerns about OER among faculty and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Most Black males envision community colleges as a gateway to higher education and upward mobility. Unfortunately, success metrics from across the United States reveal that community colleges fail to facilitate equitable outcomes for these students. A combination of factors creates campus climates that are not conducive to Black male student sense of belonging and persistence. Efforts to address this problem of practice often include mentoring initiatives and other student-focused programming. Less attention is given to mitigating the systemic root causes that create the conditions that perpetuate low Black male student persistence rates. In this disquisition, I examine the implementation of an Equity Scorecard initiative at a regional community college. The initiative was designed to improve educator equity-mindedness and service delivery, which impact Black male student sense of belonging and persistence. Using the Improvement Science framework, I incorporated two Plan-Study-Do-Act (PDSA) cycles and utilized practical measures to evaluate how structured practitioner reflection impacted staff member equity-mindedness and service delivery. By reframing the issue of Black male student persistence as a matter of institutional responsibility, the findings of this study have important practice and policy implications that can support equity work in institutions of higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Community Colleges have an open-door policy that publicly states all are welcome but after acceptance, the student encounters the hidden locked door of placement testing. For some students, placement testing is the key that unlocks the door and provides them access to their path toward their academic journey. But for most students, placement testing stops the student from gaining the key to open the door and instead offers them an alternative path requiring multiple hurdles to be circumnavigated before finding the gateway to their academic journey. Colleges across the country are seeking to find ways to effectively open the door for all students. One institution favors preparedness over placement to provide equal opportunity to all. This research seeks to examine how their preparedness model impacts students' self-efficacy and math anxiety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although academic success among diverse community college students requires effective reading skills, providing support for struggling readers is becoming increasingly more difficult. The problem addressed in this quantitative study was that due to Assembly Bill 705, prohibiting colleges from offering remedial courses without data to substantiate their effectiveness, students at a Southern California community college may have no avenue to learn reading comprehension strategies that are necessary to be successful in college. The purpose of this quantitative study was to determine the predictive value of taking a reading strategies course (RSC) and socioeconomic status (SES) on final grades in English 1A, which was required for all students. Through an ex-post facto correlational methodology, the proficient academic reader was applied as the framework to operationalize and posit relationships between the variables. Two research questions provided insights regarding potential benefits of explicitly teaching first-year community college students reading comprehension strategies. Binomial logistic regression was used to determine if taking RSCs and SES were associated with final grades in an English 1A course. Results indicated that RSC and SES were not statistically significant predictors of final grades in English 1A. The results informed a curricular plan for an alternative English 1A integrated reading and writing course for students interested in developing college reading skills within the college writing classroom. Development of an English IA integrated reading and writing course has the potential for positive social change by supporting students in terms of acquiring reading strategies that are necessary for college success, lifelong learning, and social mobility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

More than nine million students enroll in community colleges annually (Fink et al., 2023) making them accessible entry points for individuals of diverse backgrounds (Fink et al., 2023). Upward transfer from community colleges to four-year institutions creates critical pathways to baccalaureate degree attainment, but only 33% of community college students succeed in transferring to four-year institutions (Velasco et al., 2024). Transfer success from community college to four-year institutions is further confused by the disconnect between the measures of time to completion rates and common terminology that exists among community colleges versus four-year institutions (Burridge et al., 2023). This study investigated the knowledge and confidence first-semester transfer-aspiring Northeast Community College students had about navigating the transfer process at the start of their transfer journey. This study also sought to increase first-semester transfer-aspiring Northeast Community College student confidence and knowledge about the transfer process through a communication plan. Utilizing a mixed methods design, 48 new aspiring community college transfer students were introduced via a communication plan to terminology, institutional agents, types of agreements, benefits, and academic planning needed to successfully transfer to four-year institutions. Analysis of anonymous, matched pre- and post-surveys revealed that aspiring transfer students were overconfident in their general transfer knowledge, while most students did not know specific transfer knowledge, especially related to institutional knowledge needed to successfully transfer. Results from a focus group revealed that the communication plan helped students identify gaps in transfer knowledge to help build early momentum to better navigate the transfer process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the root causes of student success and struggle in the first semester of a community college tuition-free promise program. The research is set within the context of the Gateway2NKU River Cities Promise Program (RCPP), a partnership between Gateway Community and Technical College (Gateway) and Northern Kentucky University (NKU) to provide a free tuition guarantee to students who are eligible for federal financial aid and graduate from one of six qualifying high schools. In the short existence of the program, first semester success has proven to be a concern, with the average GPA of participants in that semester below a 2.0. Thus, there is a glaring need to explore why these students are struggling and what recommendations can be developed from these findings to improve the RCPP for future students. The purpose of this study was to better understand the root causes of both student success and struggle and to consider solutions within the RCPP context to help more students succeed. Additionally, the importance of developing a college student identity and an academic mindset was specifically explored. To achieve these dual purposes, a qualitative design was utilized to identify root causes of first-semester student outcomes, including grade performance and retention. The collected data included semi-structured interviews with 8 former students and a current student focus group of 6, both of which were analyzed to find themes and commonalities. Primary findings included the significant influence of motivation on student success, seen most prominently through external relationships with friends and family. Half of the participants felt like they identified as a college student in their first semester, which was an indicator of success. The transition from high school to college, balancing work hours, developing good time management, and the influence of online classes were also prominently featured as impacting student success for this population. These findings implore community colleges to stress students to consider and develop their own motivation for attending and succeeding in college classes as well as creating an environment to promote engagement that instills a belief in students that they are a college student, even in a community college, and the understanding of commitments and responsibilities that go with that. Recommendations and implementations throughout the onboarding process and first semester are explored and considered for improved student success for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study's purpose was to determine whether the use of course-embedded learning assistants compared to sections that did not use course-embedded learning assistants in intermediate algebra courses impacted student performance at a community college. The sample was composed of 5,738 students who were enrolled in an intermediate algebra course between fall 2016 and fall 2019. The study's research methodology was considered causal-comparative, and a non-probability, convenient, and purposive sampling technique was used for all students using archived pre and post-test scores for all participants, then by student demographics African American and socioeconomically disadvantaged students. Statistically significant treatment effects were observed for all participants and socioeconomically disadvantaged. A non-statistically inverse effect was observed for Black/African Americans by ethnicity. The data results suggest further investigation is needed to determine what supports have an impact on success for Black/African American students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College graduates are expected to acquire certain skill sets that are necessary and sought after by potential employers, as many industries in the United States continue to grow a global footprint. Employers also value good communication skills, and communication classes are a staple of most general education curricula, including those taught on community college campuses. The diversity of the student populations on community college campuses in the United States is vast, as is the cultural wealth accompanying this diversity. Diverse and internationalized student populations at community colleges include local students living in communities surrounding community colleges and international students studying abroad in the United States. This action research study infused intercultural intelligence activities into a third culture Communication 100 classroom using the prescribed course objectives to prepare both local and international students to enter a global, or a glocal-local (glocal) workforce. This was done by having local and international students communicate, share, and teach each other and their instructor via their cultural capital in a third culture classroom. Mixed methods were employed by collecting student reflection journals after completing four class activities that introduced them to the principles of cultural intelligence. Students in an experimental class and two control classes completed the Global Perspectives Inventory (GPI) as a pre- and post-assessment. The experimental students' GPI scores indicated they perceived themselves to have grown more on all seven variables in the study and felt more prepared to enter a global workforce. In the experimental class, results from both qualitative and quantitative data indicated that the international and local Latine students had comparable cultural intelligence skills upon entering the class and that they felt they learned more about the world by working with each other. Their perceptions changed in a positive direction regarding their intercultural intelligence growth, and they felt more prepared to enter a global and glocal workforce due to their participation in the Communication 100 third culture classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative survey study compared student perceptions of counseling services between a community college that employed counselors on-campus with one that outsourced services to an online provider. Many community college students struggle with mental health which challenges their educational progress. Counseling services have been shown to help students to succeed, but there is not a standard of best practice at community colleges, which vary in how they address student needs and success. In-house counseling services are provided by college-employed counselors on-site, and may attract students with their visibility and inclusion on campus along with programming and outreach opportunities. Outsourced counseling services are attractive to community colleges with financial constraints, and virtual services may appeal to students who prefer greater convenience, flexibility, and privacy. Results from this study were compared between the two types of counseling delivery models -- in-house and outsourced, to see if student perceptions differed in being aware of counseling services, using them, and feeling satisfied with them. Perceptions also were examined in relation to various demographics. Results confirmed a moderate level of student mental health needs which negatively impacted their academic performance. Students were largely unaware of and consequently not attending counseling services provided by the college, despite recognizing that they needed help. Significantly more students were aware of and met with counselors on-campus from the in-house school than met with counselors off-campus from the outsourced school. Satisfaction levels were similar across schools. These findings have implications for deciding how to offer counseling services at community colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Suburban Boulevard Community College (SBCC), a pseudonym, has been experiencing a low persistence rate among first-year full-time students. Further, a gap in practice exists where college administrators at the SBCC were not assessing first-year students' level of college readiness as a likely predictor of low persistence. The study was grounded by two theoretical frameworks: Tinto's (1993) Theory of Student Departure and Conley's Readiness Model. This quantitative study aimed to determine if college readiness, as measured by Conley's Readiness mini quizzes, "Mindset," and "Self-Management," predicts first-year community college students' persistence as measured by their return for the second semester. Ninety-one (91) full-time first-year students completed a survey on Conley mini quizzes. The logistic regression model results showed statistical significance X2 (1) = 42.01, p < 0.001, meaning college readiness is a predictor of students' persistence. The Nagelkerke R2 = 0.553 indicates that 55% of the variation in students' persistence could be explained by their college readiness scores. Also, for every point increase in students' college readiness scores, the odd ratio is 1.29 times more likely that students will persist at college. The policy recommendations for addressing the local problem include creating a 'student-ready' environment. This is to be achieved through improving first-year orientation, academic support programs, faculty and student social integration, and continuous college readiness assessment along with frequent professional development training for faculty and staff. A positive social change is realized when more of SBCC students persist, graduate with credentials, find meaningful employment, and contribute to the local island's economy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem with Black male persistence and retention on the community college level is largely presented from a deficit perspective. Even though the causes include multiple factors, such as deficits in literacy and mathematics, and lack of preparation on the K-12 level, first-year writing is also a major stumbling block to persistence. These accumulated effects have long-term outcomes: poor academic performance and social functioning, high school and college dropout, low income and unemployment, health issues, shorter life expectancy, crime, incarceration, and death. The purpose of this qualitative study was to offer a counternarrative by building on the success of seven Black male community college students. Through interviews and open and axial coding, the researcher explored how Black males developed resiliency to overcome challenges facing this population on community college campuses, and examined the strategies, tools, and resources they used to pass first-year writing as part of their journey to earn a certificate or degree. Participants were recruited via purposive sampling from a mid-Western urban community college system. Findings suggest that these seven participants can provide all stakeholders--community college administrators, higher education instructors, counselors, advisors, staff, healthcare and criminal justice systems, and policymakers--with a different lens to view them. With tenacity, commitment, and motivation; support from family and others; affinity for the community college environment; deep faith, a growth mindset, and professional goals, participants not only learned from their past experiences, they also managed to overcome many trials and tribulations to rebound with pride and dignity--with their identities still intact. Participants recognized that the power to succeed lies within them because they do not regard themselves as failures. Most importantly, they revealed the "whys' behind their stories and offered advice for future enrollees. By listening to their stories, stakeholders can support others to achieve the same level of success. This study was guided by Harper's (2010) anti-deficit achievement theory and Strayhorn's (2019) work on sense of belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative hermeneutical phenomenological study was to explore the lived experiences of nursing program students with grant funding investment in a nursing, allied, and physical health program at a rural community college in Western New York. This rural institution is a member institution of the State University of New York system. The research was guided by the underlying central research question, "What are the perceptions of lived learning experiences made possible through grant funding investment of nursing program students at a rural community college?" Three different data collection methods were used in interviews, a focus group, and documents. The perception of grant investment efficacy was defined through perceptions of experiential learning of program students as having resulted from grant funding investment. Guided by the work of van Manen, a hermeneutical phenomenology design framed the study, while Astin's student involvement theory was utilized as a theoretical framework for the research and subsequent findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A quantitative predictive correlational study was conducted to find to what extent, if any, gender and adult student status, individually or in combination, moderates the predictive relationships between resilience and self-regulated strategies of Goal Setting (GS), Environment Structuring (ES), Task Strategies (TS), Time Management (TM), Help Seeking (HS), and Self Evaluation (SE) among online community college students in Southern California. Students (N = 203) completed demographic questions, the Resilience Scale (RS-14), and the Online Self-regulated Learning Questionnaire (OSLQ). A PROCESS v 4.2 Model 2 Moderation was completed with six predictive model summaries statistically significant (p < 0.001). There was no significant moderation effect of gender and adult student status, individually or in combination, as neither gender nor adult student status differentiated the effect between resilience and self-regulated learning strategies of GS (b = 0.0086, p = 0.36), ES (b = 0.0233, p = 0.08) , TS (b = 0.0227, p = 0.09), TM (b = 0.0068, p = 0.47), HS (b = 0.0118, p = 0.27), and SE (b = 0.0123, p = 0.24). Further discussion is provided regarding the online community college students' resilience and their incorporation of learning strategies. Although the moderation analyses result failed to reject the null, this work may inform future research design and methodology. This work may also inform higher education concerning resilience and its positive predictive relationship with self-regulated learning strategies to promote student retention, academic success, and overall student well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although much progress has been made in expanding equitable access to institutions of higher education, there is still a paucity of evidence of successful persistence strategies among first-generation, 18-32-year-old Black male college students. The problem is persistence rates of first-generation, 18-32-year-old Black male college students in the United States fall significantly below their White counterparts. The purpose of this qualitative study was to understand the factors affecting persistence among first-generation, 18-32-year-old Black male students attending community college. There is a gap in the literature regarding the elements influencing persistence within this demographic. The self-efficacy and transformational leadership theories best fit the investigation and worked well together to form the theoretical framework and provide a solid and seamless connection with the subject of the inquiry. Two research questions that guided this qualitative case study focused on how first-generation, 18-32-year-old Black male students explained factors affecting persistence at a community college in North Carolina and perceptions of persistence. This qualitative study identified factors affecting persistence among first-generation, 18-32-year-old Black male students attending community college. A qualitative case study design involving 15 participants using semi-structured, individual and focus group interviews was chosen. The themes of Black homophily, Black male mentorship, Black male ethnomethodology (lived experience), self-efficacy, and code-switching are among the eight themes that emerged using thematic analysis in conjunction with Creswell and Poth's data analysis spiral with assistance from MAXQDA software. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this phenomenological inquiry is to understand the experiences of formerly incarcerated Black male students who attend a Northeast urban community college and the unique barriers they encounter while navigating the institution. The United States imprisons more people than any country in the world, and Black men are disproportionately overrepresented in the United States criminal legal system. At the same time, Black men, are severely underrepresented in higher education and lag behind their White and female counterparts in nearly all indicators of collegiate success, including enrollment, retention, and graduation rates. Formerly incarcerated individuals face unique and substantial barriers to societal reentry, college access, and college success. Community colleges are the most accessible institutions for formerly incarcerated students and the most utilized vehicle for post-secondary attainment by Black students. However, a dearth of research exists on formerly incarcerated Black male students who attend community colleges. The present study utilizes criterion sampling to conduct semi-structured interviews with twelve formerly incarcerated Black males who attend High Point Community College. Employing a rigorous phenomenological approach, this study aims to produce findings to help higher education institutions, particularly community colleges, to craft more equitable policies, programming, and practices and improve the enrollment, retention, and success rates of students who have been impacted by the criminal legal system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]