FALL 2023 - VOLUME 30, ISSUE 2
Navigating Change for New College Presidents: Community College Presidents
Leading Change During Their First Five Years
Chi-Chung Keung, Rancho Santiago Community College District
Today’s community college president is a strategic thinker, fundraiser,
academician, financial analyst, entrepreneur, marketer, public relations
expert, and student recruiter. Community colleges face a challenge in
recruiting leaders to fill the presidency and retaining them to ensure
stability during seasons of change. Stable leadership in the president’s
office impacts student success and, potentially, the college’s success for
years to come. A new president’s ability to navigate change, especially in
the first five years at an institution, will likely determine their tenure
at the college.
Thirteen first-time college presidents, in their first five years, were
selected for this study. The study found new college presidents were
unafraid to lead and navigate change on their campuses. Participants
incorporated purpose-driven leadership as necessary in becoming change
agents. Although change was difficult, often bringing disruptions,
disagreements, and dissent, the study found ethical leaders who put
students' needs first overcame challenges to establish sustainable changes.
Keywords: community college, change leadership, president tenure, work-life
balance, new president
Keung, C.-C. (2023). Navigating change for new college presidents: Community
college presidents leading change during their first five years. Journal of
Applied Research in the Community College, 30(2), 3-16.
Predictability of High School GPA on Community College GPA and Math and
English Course Success for Nontraditionally Aged Students
Mark A. Perkins, University of Wyoming
Jonathan W. Carrier, University of Wyoming
Joseph M. Schaffer, Laramie County Community College
Community colleges are tasked with correctly placing new students in
credit-bearing or remedial coursework. Much research has been completed on
the accuracy of placement measures, but little has focused on the
appropriate course placement of nontraditional students. This study used
path analysis to examine the effects of high school GPA on community college
GPA and community college math and English grades, with years since high
school graduation as a mediator. The results showed that high school GPA’s
predictability lessens as students get older. Other placement approaches,
such as corequisite education and guided self-placement, are recommended as
an option for nontraditional community college students.
Keywords: placement; nontraditional; GPA
Perkins, M. A., Carrier, J. W., & Schaffer, J. M. (2023). Predictability
of high school GPA on community college GPA and math and English course
success for nontraditionally aged students. Journal of Applied Research in
the Community College, 30(2), 17-31.
Self-Reported Reasons for College Student Attrition
Jeffrey D. McCarty, Casper College
Jonathan W. Carrier, University of Wyoming
Amanda C. DeDiego, University of Wyoming
Valerie Thompson-Ebanks, University of Wyoming
Community college students frequently decide to withdraw from college
without achieving their educational goals. In decades of research into
student attrition and retention, very few studies have asked the students
themselves why they chose to leave. This concurrent triangulation
mixed-methods study adds to the literature by analyzing self-generated
statements from 2,838 students who made the choice to leave college over a
five-year period at a rural-serving community college in the Mountain West.
The statements, collected on an exit survey, were coded and analyzed to
identify reasons for complete withdrawal. The coded reasons were Money,
Family, Time, College-related, Health, Transfer, Work, Moving, and Other.
The codes were further examined by frequency and analyzed with two-sample z
tests for proportions to compare student reasons for withdrawal among
different demographic groups. Further research using student-generated
reasons for withdrawal will help institutions understand how to better help
students achieve their educational goals.
Keywords: attrition; community college students; complete withdrawal;
retention
McCarty, J. D., Carrier, J. W., DeDiego, A. C., & Thompson-Ebanks, V.
(2023). Self-reported reasons for college student attrition. Journal of
Applied Research in the Community College, 30(2), 33-50.
Predicting Post-Transfer Adjustment: The Role of Institutional Size on
Vertical Transfer Students in Louisiana
Jingwen Liu, Louisiana State University
Yu April Chen, Louisiana State University
This study quantitatively examined the influence of institutional size and
other relevant factors on the post-transfer adjustment of vertical transfer
students attending a large, public, research-intensive university in
Louisiana. We collected survey data from 266 vertical transfer students and
matched it with institutional transcript data. An exploratory factor
analysis (EFA) was used to explore the underlying constructs of
institutional size. We then conducted multiple linear regressions to predict
students’ post-transfer adjustment with institutional size as a key
predictor. Findings highlighted the role of institutional size as an
influential predictor of transfer students’ academic adjustment and social
adjustment, respectively. Valuable implications were provided for higher
education policy and practice.
Keywords: post-transfer adjustment; institutional size; vertical transfer;
Louisiana
Liu, J., & Chen, Y. A. (2023). Predicting post-transfer adjustment: The
role of institutional size on vertical transfer students in Louisiana.
Journal of Applied Research in the Community College, 30(2), 51-70.
Expanding the Workforce Using Extended Reality (XR) in Community College
Career Technical Education: Faculty Perspectives
Jeannie Mitsch, Cypress College
Sunny Liu, University of La Verne
The COVID-19 pandemic and the technological revolution pushed faculty to
quickly provide remote instruction to replace what was and historically had
been hands on and in person. This study aimed to understand the experiences
of community college Career Technical Education (CTE) faculty that used
extended reality (XR) to improve their program of study and prepare students
for proficiency and skill attainment in workforce development. A
phenomenological approach was taken to understand the faculty’s shared
experience using XR for instruction and assessment in their community
college CTE courses. The findings of this study revealed four themes
(evolution, connection, potential, and commitment) related to the lived
experience of CTE faculty with XR in their courses. The study’s findings
provide insight into the experiences of community college CTE faculty and
offer implications of XR implementation and recommendations for future
research.
Keywords: community college; Career Technical Education (CTE); extended
reality (XR); faculty
Mitsch, J., & Liu, A. (2023). Expanding the workforce using extended
reality (XR) in community college career technical education: Faculty
perspectives. Journal of Applied Research in the Community College, 30(2),
71-83.
Applying the Servingness Framework to Hispanic-Serving Community Colleges:
An Environmental Scan
Erin E. Doran, Iowa State University
The purpose of this study is to apply the Multidimensional Conceptual
Framework for Servingness in Hispanic-Serving Institutions to specifically
Hispanic-Serving community colleges (HSCCs). Utilizing an environmental scan
approach, this study included an analysis of 36 HSCC websites to document
the ways that these institutions build servingness into the structures of
their institution in ways that can meaningfully support Latinx students.
Within this subset of HSCCs, the scan found that colleges enact and/or
signal a commitment to servingness in uneven, varied ways, including through
mission statements, strategic planning documents, and curricular offerings.
This scan has implications for existing HSCCs committed to improving their
servingness as well as emerging Hispanic-Serving Institutions on track to
reach this federal designation.
Keywords: Hispanic-Serving community colleges; servingness; qualitative
Doran, E. E. (2023). Applying the servingness framework to Hispanic-Serving
community colleges: An environmental scan. Journal of Applied Research in
the Community College, 30(2), 85-100.
Building a Two-Way Practitioner-Researcher Loop for Community College
Leaders
Reynaldo García, University of Maryland Global Campus
Lawrence Nespoli, University of Maryland Global Campus
John Braxton, Peabody College of Vanderbilt University
Kenneth Ender, North Carolina State University
In this practice brief we argue for the establishment of a two-way loop to
exchange a research agenda and research findings in a consumable and
actionable format for community college practitioners. We present the
findings of the Community College Research Exchange for Practice and Policy
effort to elicit a research agenda from a series of focus groups with
community college practitioners across 10 states. The dissemination of a
research agenda is the completion of the first part of the two-way loop. The
second part of the two-way loop involves having community college
researchers use the agenda to inform the research studies they conduct.
Finally, we argue for testing various media and formats beyond traditional
academic journals to present the results of research studies so that those
results may be more accessible and useful for community college
practitioners.
Keywords: community college research agenda; community college
practitioners; two-way practitioner-researcher loop
García, R., Nespoli, L., Braxton, J., & Ender, K. (2023). Building a
two-way practitioner-researcher loop for community college leaders. Journal
of Applied Research in the Community College, 30(2), 103-116.
Caring in the Community: Advocacy for ESL Students Through Social
Constructivism and Case Management Practices
Sydney D. Richardson, North Carolina Agricultural and Technical State
University
Sharrika D. Adams, Virginia Polytechnic Institute & State University
Case management and social constructivism are two theories not often
combined when providing care for nontraditional community college students;
there is also a dearth of literature on ways in which the two areas relate
to adult English as a Second Language (ESL) students at community colleges.
In this practice brief, we explain ways in which case management via social
constructivism was used by faculty and staff to advocate for, empower, and
care for ESL students at one community college. We hope that this practice
brief will help community college administrators develop ways to enhance an
inclusive environment for ESL students utilizing case management practices.
Keywords: English as a second language; community college students; case
management; social constructivism
Richardson, S. D., & Adams, S. D. (2023). Caring in the community:
Advocacy for ESL students through social constructivism and case management
practices. Journal of Applied Research in the Community College, 30(2),
117-130.
FERPA and Dual Enrollment: Institutional Practice and Policy Considerations
Matthew Ison, Northern Illinois University
Joy Cobb, Ohio University
Molly C. Ward, Columbus State Community College
Samantha Hollback, Embry-Riddle Aeronautical University
The proliferation of dual enrollment programs throughout the community
college sector has blurred the line between high school and college,
complicating adherence to the Family Educational Rights and Privacy Act
(FERPA) regulations. Drawing on both professional experiences working with
dual enrollment programs and the emerging scholarship on dual enrollment,
this practice brief provides practical guidance for community college
leaders regarding their FERPA obligations with dual enrollment students,
offering recommendations for institutional practice and policy.
Keywords: dual enrollment; community colleges; FERPA
Ison, M., Cobb, J., Ward, M. C., & Hollback, S. (2023). FERPA and dual
enrollment: Institutional practice and policy considerations. Journal of
Applied Research in the Community College, 30(2), 131-140.
Nontraditional Students: The Way to Improving Enrollment and Completion
Amanda Kennedy, University of Arkansas
The percentage of nontraditional students enrolled in community colleges is
higher than in prior years. Additionally, the diverse makeup of
nontraditional students requires a new approach to meeting their needs,
which may require different support than that needed to serve traditional
students. Community colleges could look to nontraditional students as an
opportunity to bolster their enrollment numbers, thereby increasing funding
and improving completion rates. This practice brief delves into the research
regarding nontraditional students and makes recommendations for community
college leadership that focus on supporting and retaining nontraditional
students. Five suggestions to improve the experience of nontraditional
students include performing a thorough needs assessment, including
nontraditional students when constructing more flexible policies, providing
professional development regarding diversity and nontraditional populations
to staff, providing continual support and advising for nontraditional
students, and helping alleviate financial barriers through tuition
reduction.
Keywords: nontraditional students; increasing enrollments; retaining
students
Kennedy, A. (2023). Nontraditional students: The way to improving enrollment
and completion. Journal of Applied Research in the Community College, 30(2),
141-149.
Supporting Students in the Transition from an Adult Education High School
Equivalency Program to a Community College Credit Program
Rebecca J. Warren, University of Arkansas Community College at Batesville
This practice brief highlights the importance of supporting students
transitioning from adult education programs for high school equivalency
students to community college credit programs. It emphasizes the decline in
community college enrollment since the COVID-19 pandemic and the need to
focus on recruiting and retaining nontraditional students, including high
school equivalency completers. The brief discusses the challenges faced by
high school equivalency graduates in terms of low college enrollment and
completion rates and explores strategies for supporting their successful
transition to community college programs. The recommendations provided in
the brief are organized according to Schlossberg's Transition Theory. By
implementing the recommended strategies, community colleges can effectively
support high school equivalency graduates in their transition to college and
enhance enrollment and completion rates among this student population.
Keywords: community colleges; High School Equivalency; transition
Warren, R. J. (2023). Supporting students in the transition from an adult
education high school equivalency program to a community college credit
program. Journal of Applied Research in the Community College, 30(2),
151-161.
Developing an Equity-Focused Undergraduate Research Fellowship Program for
Community College Social Science Students
Marissa C. Vasquez, San Diego State University
Cassandra Horg-Aaron, University of North Texas
Danielle Huddlestun, San Diego State University
Fernando Garcia, University of California, Los Angeles
Brayan Astorga, San Diego State University
Naomi Ramirez, San Diego State University
California community colleges serve a diverse student population, including
many first-generation students and students of color. As equity-minded
leaders, we must reimagine community college structures that create
opportunities for students to transfer, earn baccalaureate degrees, and
prepare for graduate school. One such opportunity is access to undergraduate
research, which scholars have found fosters confidence, communication
skills, and positive interactions with faculty and helps students develop
clearly defined career goals. In this practice brief, we describe the
establishment of the SEMILLAS Research Fellowship
Program, an undergraduate research fellowship for first-generation community
college students. We describe the intentionality of the program design,
including student recruitment, seminar material and readings, guest
speakers, mentorship, research project, timing, and incentives. We close
with recommendations for educators looking to create similar environments or
programs that foster learning, community, and a sense of belonging for
first-generation community college students.
Keywords: community colleges; undergraduate research; equity;
first-generation
Vasquez, M. C., Horg-Aaron, C., Huddlestun, D., Garcia, F., Astorga, B.,
& Ramirez, N. (2023). Developing an equity-focused undergraduate
research fellowship program for community college social science students.
Journal of Applied Research in the Community College, 30(2), 163-173.
Applying Guiding Principles to Assist in Overcoming the Wicked Problems of
Black Single Mother Students in Community Colleges
Crystal DeVon Branch, University of Arkansas
This practice brief investigates the educational experiences and wicked
problems of Black single mother students enrolled at Arkansas community
colleges and highlights strategies for encouraging them to stay in college
and finish their program. The second goal is to provide community college
practitioners with informative solutions to explore in assisting and
abetting efforts to enable Black single mothers to complete their
postsecondary education. The Bolman and Deal framework is used in this brief
to provide community colleges with recommendations regarding supporting
Black single mother student populations so that future generations of Black
single mother students can continue on and achieve great success in higher
education.
Keywords: community colleges; racial microaggressions; wicked problems;
Black single mother students; BSM students
Branch, C. D. (2023). Applying guiding principles to assist in overcoming
the wicked problems of Black single mother students in community colleges.
Journal of Applied Research in the Community College, 30(2), 175-188.
Playing the Long Game: Using Communications Theory to Create Community
College Faculty Support for Assessment of Student Learning
Ashley Rader, Johnson County Community College
Assessment of student learning at community colleges has become a crucial
factor in earning accreditation. However, faculty support and participation
in student learning initiatives can be difficult for leaders to obtain and
can be a rhetorical pain point. This practice brief presents literature
regarding the overall landscape of assessment of student learning at
community colleges, and solutions are provided regarding creating more
receptive assessment cultures and faculty support. By taking a specific
approach, leadership at community colleges can move away from
compliance-based approaches and toward strategies that might make a greater
long-term impact as well as faculty ownership of assessment. Furthermore,
alternative solutions rooted in theories widely used in psychology,
communication studies, marketing, and other disciplines are presented to
help bridge the gap between assessment reporting needs and faculty support
and active participation at community colleges.
Keywords: assessment of student learning; community colleges; faculty
support
Rader, A. (2023). Playing the long game: Using communications theory to
create community college faculty support for assessment of student learning.
Journal of Applied Research in the Community College, 30(2), 189-198.
Navigating Prison Education: A Guide to Establishing a College in Prison
Program
Chris McBeath, Connors State College
A college-in-prison program offers a range of benefits to both people who
are incarcerated and wider society. Providing access to higher education
allows people who are incarcerated to gain new skills and knowledge,
increasing their employability and reducing the likelihood of them
reoffending, resulting in lower recidivism rates and cost saving for the
criminal justice system. College-in-prison programs can also contribute to
broader social justice goals by promoting equal access to education and
breaking down barriers for underprivileged communities. When colleges create
prison education programs, they can help address inequality issues and
provide a path to upward mobility. Navigating the policies and procedures
required to implement a college-in-prison education program is challenging.
This practice brief offers guidance and insight to those interested in
establishing a college-in-prison program.
Keywords: community colleges; prison education programs; access
McBeath, C. (2023). Navigating prison education: A guide to establishing a
college in prison program. Journal of Applied Research in the Community
College, 30(2), 199-208.