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  Partner: UNT Libraries
 Degree Discipline: Higher Education
Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District

Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District

Date: December 2014
Creator: Harris, Sheryl
Description: As community colleges have gained more recognition as a viable pathway for students to enter higher education, they have faced greater accountability that has prompted both practitioners and policy makers to attempt to find solutions and tools, such as National Survey of Student Engagement, Community College Survey of Student Engagement, and Survey of Entering Student Engagement (SENSE), to aid in improving student success outcomes. This study addressed the validity and reliability of the SENSE instrument using a three-pronged approach via student data collected over 3 years of SENSE administrations at a large urban community college (n = 4,958). The instrument was first factor analyzed against the SENSE benchmarks for effective educational practice through generalized least squares and principal component exploratory factor analysis. Although the instrument did not deliver a chi-square factored fit for the six benchmark categories, consistent loadings were observed. Second, construct reliability was tested for each benchmark category, and the survey as a whole using Cronbach’s alpha. All categories did not yield sufficient coefficient scores for establishing construct reliability. However, the overall survey produced a Cronbach’s alpha of .85, clearly indicating construct reliability for all items combined. Third, correlations between SENSE perception scores and community college students’ grade ...
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Evaluation Practices of Community College Faculty Development Programs

Evaluation Practices of Community College Faculty Development Programs

Date: December 2014
Creator: Bunyard, Magen Lynn
Description: The purpose of this quantitative study was to determine the current state of community college faculty development program evaluation and identify possible influences on evaluation practices. Data from 184 survey responses and the Integrated Postsecondary Education Data System (IPEDS) were analyzed to answer three research questions. Multiple regression was used to determine if a relationship existed between the dependent/outcome variable (evaluation utilization score) and the independent/predictor variable (accrediting agency affiliation: MSCHE, NEASC, NCA, NWCCU, SACS, and WASC) and/or control variables (institution locale, student FTE, expenses per student FTE, percent spent on instruction, and percent of full-time faculty). Results were not statistically significant, F (12, 163) = 1.176, p = .305. The mean evaluation scores were similar for all six accrediting agencies ranging from 60-69. The rural variable was statistically significant with p = .003 and alpha = .05, but it only accounted for 3.6% of the variance explained. Logistic regression was used to determine if a relationship existed between the dependent/outcome variable (use of evaluation) and the above-specified independent/predictor variable and/or control variables for six faculty development program activities. Results revealed that significant predictor variables for the use of evaluation vary based on the faculty development program activity. Statistically significant ...
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A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006

A Historical Study of the Paris Small Business Development Center in Paris, Texas: 1986-2006

Date: December 2014
Creator: Smith, Donna Gayle
Description: This historical study chronicled events of the development and implementation of the Paris Small Business Development Center at Paris Junior College in Paris, Texas from 1986-2006. Data was collected from primary and secondary sources and oral histories through personal interviews. The analysis included a brief history of higher education and the service mission and situated the study in the broader context as an extension program in higher education. This study provided a brief history of the U.S. Small Business Administration and America’s Small Business Development Center Network as a background for the study. This study is significant to scholars in the field of higher education for a number of reasons. It provides a historical analysis of a service program that extends the college to the community and demonstrates higher education and its role in economic development. It adds to the current body of research by advancing an understanding of a past to contemporary knowledge. Finally, by integrating historical perspectives from multiple disciplines in higher education, what happened and the context in which it happened can be more fully appreciated. This study also contributes to practical knowledge as it deepens the understanding of significant events and processes that contributed to the ...
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Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers

Workplace Supportiveness, Family Obligations, and Advancement for Caucasian Male Student Affairs’ Middle Managers

Date: December 2014
Creator: Smethers, Misty L.
Description: In higher education, the field of student affairs, as demonstrated in previous research, suffers from high turnover, and often, the choice to leave the student affairs field seems to coincide with starting a family and simultaneously taking care of elder family members. Previous research has demonstrated that care-giving commitments hinder women in the advancement of their career and given the changing culture of shared care-giving responsibilities, the previous findings may now be true for men as well. This study focused on Caucasian male middle managers’ perceptions of the student affairs work environment in relation to their families and workplace supportiveness and advancement. I interviewed eight Caucasian, male student affairs middle managers about their perceptions about workplace supportiveness of family obligations in the student affairs field. The participants placed high importance on family and were no longer willing to risk family life for career success. All eight men talked fondly of their family obligations and were willing to change career paths to demonstrate how much they valued their families. In addition, these men frequently commented on the desire to represent cultural change. Therefore, student affairs divisions should implement supportive informal benefits across the board to all professional full time employees for ...
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Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses

Academic Self-efficacy of Adult First-generation Students Enrolled in Online Undergraduate Courses

Date: August 2014
Creator: Jackson, Delores
Description: This study examined differences between adult first-generation (AFG) and adult-continuing generation (ACG) students’ academic self-efficacy with regard to the online courses in which they were currently enrolled. The study used an online survey methodology to collect self-reported quantitative data from 1,768 undergraduate students enrolled in an online course at a mid-sized, four-year public university in the southwestern United States; 325 cases were usable for the study. The t-tests revealed no statistically significant differences between the academic self-efficacy of the AFG and ACG students. Parents’ level of educational attainment was unrelated to adult students’ academic self-efficacy with online courses. Ordinary least-squares analysis was used to evaluate student characteristics that might be associated with academic self-efficacy in the online environment. A combination of gender, GPA, age, race/ethnicity (White, Black, Hispanic, and other), and number of previous online courses predicted a statistically significant 12% of the variance in academic self-efficacy in an online environment (p < .001). Age (p < .001) and self-efficacy were positively correlated, meaning that adult students reported greater academic self-efficacy than did younger students; and number of previous online courses (p < .001) was also positively correlated to academic self-efficacy, indicating that students with greater experience with online courses ...
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Community College Choice and the Role of Undermatching in the Lives of African Americans

Community College Choice and the Role of Undermatching in the Lives of African Americans

Date: August 2014
Creator: Lowry, Kimberly M.
Description: This study explored why academically qualified African American students, those eligible to attend four-year institutions, choose to attend community colleges and are, thereby, undermatched. This qualitative study investigated how these students navigated the college choice process, what influenced their decision to attend a community college, what their experience at a community college was like, and their aspirations to obtain a baccalaureate degree. Purposeful sampling was used to gather a sample of 19 African American students attending community college in Dallas, Texas. The sample included 14 females and five males. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. The conceptual frameworks for this study included Kassie Freeman’s predetermination model that includes cultural considerations in college choice and the Somers et al. model that addresses factors that increase the likelihood of a student choosing to attend a community college. This integrated framework captures the role that family and culture play in African American community college choice. Findings suggest that the community college choice influences for academically eligible African American students vary from traditional college choice models. Whereas factors such as cost, location, and the role of peers played somewhat of a role in their choice, participants were ...
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Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002

Marianismo and Community College Persistence: a Secondary Data Analysis of the Educational Longitudinal Study 2002

Date: August 2014
Creator: LaCoste, Linda
Description: Hispanics represent the greatest U.S. population growth, yet Hispanic women are the least educated of all U.S. ethnic female groups and reflect the lowest college enrollment as a percent of their total population. Since nearly half of Hispanics enrolled in college are served by community colleges, this research sought to understand if marianismo, i.e., the cultural expectations that Hispanic women females must focus on caretaking and mothering while reflecting passivity, duty and honor, and self-sacrifice, might provide some explanation for the low levels of degree attainment among Hispanic female community college students compared to their female peers from all other ethnic groups. Marianismo was once a construct that limited the role of women to the home. However, today’s Hispanic female is expected to juggle home priorities along with other roles in which she may engage. These various role demands may influence Hispanic female college persistence and success. Using secondary data analysis of the national Educational Longitudinal Study 2002 (ELS), this study examined the relationship between marianismo and persistence (semester to semester enrollment) of Hispanic females (n = 368) enrolled in community colleges. To create a marianismo scale, 13 items were selected from the ELS and reviewed by individuals familiar with ...
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The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective

The Relationship Between Institutional Expenditures and Student Completion of Momentum Points: a Community College Perspective

Date: August 2014
Creator: Isbell, Teresa
Description: This study investigated the relationship between community college institutional expenditures and student success in reaching momentum points. The 3 years of student cohorts of a large community college district in Texas formed the population. Student characteristics and institutional context characteristics served as control variables. Institutional financial data functioned as the independent variables. Student success variables (milestones and momentum points) served as dependent variables. Because each of the three cohorts contained over 10,000 students and displayed equivalent characteristics, the random sample of 7,634 students was drawn from the combined cohorts. Institutional financial variables predicted the milestones of reading readiness (χ2 = 315.10, df = 17, n = 3,495, p < .001) and writing readiness (χ2 = 296.64, df = 17, n = 3,149, p < .001). Financial variables contributed to the completion of English-1301 (χ2 = 1004.14, df = 17, n = 7,634, p < .001), college-level math (χ2 = 615.24, df = 17, n = 7,634, p < .001), 30 college-level credit hours (χ2 = 833.85, df = 17, n = 7,634, p < .001), and reenrollment the second fall semester (χ2 = 375.41, df = 17, n = 7,634, p < .001). Student services expenditures provided high odds for ...
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The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University

The Relationship Between Registration Time and Major Status and Academic Performance and Retention of First-time-in-college Undergraduate Students at a Four-year, Public University

Date: August 2014
Creator: Smith, Marian Ford
Description: This quantitative study utilized secondary data from one large four-year, state university in the southwestern US. The relationship between registration time and academic performance was examined as well as the relationship between registration time and retention of first-time-in-college (FTIC) undergraduate students during their first semester of enrollment at the university. The differences between decided and undecided students were tested regarding students’ academic performance and retention of the same population. The study population for the fall 2011 semester included 6,739 freshmen, and the study population for the fall 2012 semester included 4,454 freshmen. Through multiple and logistic regression models, registration time was shown to statistically have a relationship with academic performance and retention (p < .05). Later registrants showed to have a negative relationship with GPA and were less likely to return the following spring semester. The explained variance (R2) for both measures of academic performance and retention along with descriptive statistics are also presented. A Mann Whitney U test and chi square test indicated that a statistically significant association between decided and undecided students exists for academic performance and retention (p < .05). Decided major students performed better as measured by semester GPA performance and were more likely to return ...
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Self-determination of Military Students in Postsecondary Education

Self-determination of Military Students in Postsecondary Education

Date: August 2014
Creator: Placido, Robert B.
Description: The purpose of this quantitative study was to examine undergraduate military veteran students’ self-determination and academic effort in relation to their nonveteran college peers. A total of 734 undergraduates attending 4-year institutions in Texas completed a survey, including: 76 veterans (63% males, 37% females); and 658 non-veterans (26% males, 74% females). This research created a more holistic survey of self-determination by adding the 8-item New General Self-Efficacy Scale to the 10-item Self-determination Scale. The survey also included 13-items drawn from the National Survey of Student Engagement. A factor analysis with a varimax rotation of the items identified six factors: competence, autonomy, relatedness, reflection, learning strategies, and quantitative reasoning resulting in a significant Bartlett’s test of sphericity (2 (465) = 12324.53, p < .001). The first hierarchical ordinary least squares (HOLS) analysis results showed that undergraduate veteran students have statistically significant higher levels of self-determination than students without military experience with a small effect size (R2 = .022%, p < .001); however, a meta-analysis of self-determination revealed a large effect size of d = 1.33 between veterans (M = .81, SD = .12) and freshmen undergraduates (M = .65, SD = .12). The second HOLS analysis revealed that self-determination is a ...
Contributing Partner: UNT Libraries
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